Index
A
Adopted child, with violent outbursts, case example, 136
Agoraphobia, 122
Amygdala, 324
role in anxiety, 121
role in motivation, 121
Anorexia, 279
auditory hypersensitivities, impact of, 127
autonomic responses that accompany, 119
nausea, 119
pounding heart, 119
suffocation, 119
biological vulnerability to, 118
brain structures impacting, 121
cingulated system, 121
prefrontal cortex, 121
child understanding through play, case example, 133–135
in child related to family secret, case example, 131–132
hypothalamus, role of, 277
neurobiology of, 118
mechanisms underlying, 121
symptoms of, 118–120
social anxiety, 122
strategies to alleviate, 138–144
Appetite drive, 191
Arousal, 319
neurobiological mechanisms for, 323–325
amygdala, role in, 325
cortical-reticular formation connections, 324
hippocampus, function of, 324
limbic system, role in, 324
regulation of, basic homeostasis, 323
reticular formation, 323
thalamus and hypothalamus, role in, 323
techniques to improve, 333
auditory inputs, 334
environmental modifications, 333
recreational activities, 333
visual inputs, 334
vs. calming activities, 334–335
Asperger’s syndrome, 1
Attachment and separation/individuation, problems with, 240–243
ambivalent/preoccupied attachment disorder, 434–436
passive type, example of, 435–436
avoidant attachment pattern, 432–434
child with, example of, 433–434
disorganized/unresolved attachment disorder, 436–438
child suffering from, example of, 437–438
Attachment relationships, 15
Attentional problems, 309, See also Attention deficit hyperactivity disorder (ADHD)
assessment, 342–343
child-centered therapy, 344–345
feeding, 346
parent guidance and home program, 346
treatment process, 343
case example of, child with, 341–342
plight of procrastinator, 347–349
cognitive-behavioral techniques, 339
develop self-talk skills, 339
get feedback, 340
getting organized, 340
identify personal learning style, 339
learning to start, stay focused, and finish things, 340
self-reward for completing goals, 340
setting realistic goals and avoiding overdoing, 341
set up consistent routines, 340
time management, 341
visualization skills, 339
core symptoms of, behavior disorders, 311
historical perspectives, 318–319
medications for, 341
neurobiological basis for, 332
processes that underlie, 316–318
role of effort in, tasks, 328
role of stimulus characteristics in, 322–323
selective, 328
active, 328
passive, 328
getting, 326
holding, 326
releasing/turning, 327
techniques to improve, 333
auditory inputs, 334
environmental modifications, 333
recreational activities, 333
visual inputs, 334
treatment of, 309
types of, 311
case example, whole family struggles, 349–353
deficiency in behavioral inhibition, 313
develop better goal planning, 337–339
etiologies of, 311
impaired sensory registration, 312
inattention, 313
information processing, 313
prevalence rates, 311
symptoms of, 311
Autonomous feeding, 221
B
Bedtime program, philosophy of, 249
Behavioral regulation, 15
Behavioral resistance at mealtime, case example, 218–221
assessment, 219–220
treatment program, 220–221
Behavioural disorder, 273
Bipolar disorder, 1
attention deficit and hyperactivity disorder, 153
cyclothymic disorder and, 153
manic episodes, 153
typical problems for children with, 153
uneven moods, 153
Body weight, regulation of, 191
C
Child behavior checklist, 18
Child care activities, 242
dyad with a disorganized attachment disorder, case example of, 457–463, See also Disorganized/unresolved attachment disorder
Child interaction, 427
attention deficit hyperactivity disorder (ADHD) affecting, 427
sensory integration disorder affecting, 427
case examples, 99
diagnostic work-up, 100–101
follow-up, 101
middle school-aged child with irritability, 105–107
school-aged child with irritability, 102–104
treatment process, 101
young child with irritability, 99–100
development and adaptability, 58
mood regulation problems, 58
treatment approaches, 88
address parent’s anxieties, 98–99
address sensory hypersensitivities, 89
avoid overstimulating, 89
create opportunities, learn how to self-calm, 90–91
develop
better problem-solving and coping skills, 98
tolerance for frustration and installing positive self-worth, 96–97
tolerance for, frustration and sense of mastery, 94
help
parent, differentiate crying or irritability means, 99
to set goals, flexible, and cope with change, 96
to tolerate distress, predict precursors of irritability, 95–96
learn to make transitions from one activity to next, 91
overcome feelings of isolation and create positive interactions with others, 97–98
provide clear limits, rules, and structure, 92–93
rule out medical problems, 88
and self-calm before exploding, 95–96
self-reliant, 93–94
soothe, parent and child, 90
support parents in feelings of isolation and provide respite, 98
Children, 1, See also Child interaction
abandoned feeling in, 118
attention deficit disorder in, 121
body dysmorphic disorder in, 275
compulsive behavior in, 275
hair pulling, 275
hoarding, 275
mail biting, 275
repeating behavior pattern, 275
skin picking, 275
destructive interactions in, 429
distractions in, 284
emotional
abandonment in, 438
abuse by, 436
environmental stressors in, 118
fear in, 273
hyperactivity with, See Hyperactivity
impulsive behavior in, 136
irrational fears in, 118
irritability in, See Child irritability
maladaptive
responses in, 120
mental illness in, 436
mimicking behavior in, 285
motor planning disorders, See Motor planning disorders
obsessive behavior in, 120
obsessive-compulsive disorder (OCD) in, 274
obsessive thoughts, 274
worry about
food safety, 274
forgetting things, 274
germs, 274
impending illness, 274
perfectionistic performance in, 276
phobias in, 118
posttraumatic stress disorder in, 119
rational thinking in, 274
reasoning behaviour in, 274
regulatory disorder, See Regulatory disorder
repetitive behavior in, 273
ritual behaviour in, 273
schizophrenia in, 286
self-doubt in, 273
self-improvement in, 128
self-injurious behavior in, during stress, 122
self-regulation in, 276
sense of shame/embarrassment in, 276
sexual abuse of, 135
social anxiety in, 118
stranger anxiety in, 122
substance abuse by, 436
superstitions, dealing with, 283
traumatic events in, 118
trust development in, 122
violence in, 119
Cognitive appraisal, 60
perceptual of, facial expressions, 61
body posture, 62
gestures, 62
neural mechanisms underlying perception of, 63
recognition of, affective expressions, 61
speech content, 62
understanding meaning of, facial expressions during interactions, 62
understanding of, face and structural components, 61
vocal expressions, 62
predicting one’s own behavior and, 65
reading of, social cues, 60
impact on, child with mood regulation problems, 60
Cognitive disorganization, 16
Cognitive flexibility, cingulate system, role of, 277
Cognitive flooding effect, 121
role of cingulated gyrus in, 121
Cognitive restructuring, 283
Communicative signaling, 3
Coping skills, 15
Cyclothymic disorder, 153
as soft bipolar, 153
D
DBT, Dialectical behavioral therapy (DBT)
autistic adolescent and suicidal thoughts, 158–161
cause of, 154
death of loved one, 154
mentally ill parent/family member, 154
negative thoughts, 154
nonverbal learning disability, 154
child suffering from, bipolar illness, 161–163
child with depression, withdraws and disengages, 156–158
frequent anger outbursts, 152
high degree of, irritability, 152
hyperactivity disorder, 153
loss of appetite, 152
loss of interest in, pleasurable activities, 152
neurobiological bases for, 155
metabolic abnormalities in, 155
problems in hippocampus, 155
psychotherapy for, 156
teenaged girl suffering from, 163–167
treatments for, 168
address rigid thinking, 176–177
address sensory regulation issues, 172
changing negative thoughts to positive, 175–176
developing social connections, 170–171
develop positive thinking and shape positive behaviors, 172
dialectical behavioral therapy (DBT) approach, 168
exercise and movement, 169
guidelines for, changes in child’s daily schedule, 171
learning to communicate, 173–174
positive, pleasurable activities, 169
strategic emotional regulation, 177–178
understanding of experienced emotions, 174
use nonverbal techniques to, improve mood, 169–170
validation, accepting reality, and learning to, tolerate distress, 168
type of, 152
bipolar illness, 153
cyclothymic disorder, 153
dysthymia, 152
unipolar, 152
Developmental dyspraxia, See Motor planning disorders
Developmental psychotherapy, 138
changing behavior, 141
consequences, 143
exposure, 140
focusing on one thing at a time, 144
observing limits, 142
positive self-talk, 143
self-calm through
deep breathing, 139
guided imagery, 139
relaxation, 139
validate child’s distress, 138
Developmental-structuralist approach, 76
application of, 80
homeostasis and engagement, 80–81
level of intentional, interactive, organized behavior, and affects, 81
representational elaboration and differentiation, 81
engagement and attachment, 77
intentional organized patterns, 78–79
interactive organized behavior, 78–79
representational elaboration and differentiation, 79
Dishabituation, 321
Disorganized/unresolved attachment disorder, 436–438
Disruptive behavior, 205
Dysfunction, 16
Dysthymia, 152
E
Eating, developmental stages of, 192–201
attachment disorder in caregivers, 197–198
learning to self-regulate, 192–196
effect of self-regulation on feeding, 193–196
children with poor self-regulation in eating, 196
self-regulation, problems associated with, 193–196
stage of separation and individuation, 199–201
Eating disorders
effect of family, case example, 209–214
anorexia nervosa, 190
assessment process in children, 201–202
bulimia, 191
impact
of attachment disorder on feeding, case example, 214–217
of early deprivation on feeding, case example, 214–217
treatment intervention, 202–208
Eating habits, 188
Emotional abandonment, 438
Emotional connections, 427
Emotional development, 202
assessment of, 439–441
clinical interview, 439–440
clinical observations of psychophysiological safety, 440–441
breathing pattern, 441
facial affect, 440
nature of eye gaze, 440
neck and trunk posture, 441
prosidy, 441
case example of, 466–470
in children
attachment patterns of, 430–438
treatment philosophy, 429–430
child-centered activity, 447–457
debriefing about, 452–453
goals of, 449–450
instructions for, 450–451
modifications to accommodate family and child needs, 454–455
process of, 451
research examining effectiveness of treatment approaches, 455–457
role of therapist in, 452
therapeutic challenges in application of, 453–454
developing biological safety and security, 441–444
create more natural physical gestures during conversations, 443
creating biological safety with environmental modifications, 442
decrease hypervigilance, 442–443
immobilize without fear, 443
increase vagal functioning, 441–442
increase vocal inflection during conversation, 443
social approach activities, 444
dialectical behavioral therapy (DBT), 428
emotionally focused therapy (EFT), 428
skills training, 444–447
develop awareness of here and now moments, 445
developing emotional intimacy with other, 446
learn to be present in moment without judging, 445
recognize internal emotional states that interfere with self-awareness and empathy, 445
repairing destructive relationships, 447
understand maladaptive attachment patterns, 446, See also Maladaptive relational patterns
treatment in children, 428
child-centered activity (CCA), 428
parent-child relationship for, 430
recognizing countertransference for, 429
reparenting strategies, 428
self-regulation, importance of, 429
sensory integrative therapy, 428, See also Psychophysiological safety
skills training, 428
therapist, relationship with, 430
Emotionally focused therapy (EFT), 428
Emotions, 58
child with difficulties in various stages, 82–85
cognitive appraisal, 59
face recognition and discrimination of affects, 59
predicting one’s own behavior and, 59
reading and understanding social cues, 59
dysregulation, See also Emotional dysregulation
developmental differences in, 69
universality of, 69
expression of feelings, 58
feeling state, 58
intimacy, 427
emotion regulation and adaptation, 74
mood regulation, 75–76
regulation of, negative effects, 73
role of arousal in, socialization of emotions, 74
autonomic responses associated with discrete emotions, 66
mediation of emotion via autonomic responses, 65–66
neural mechanisms, 67–68
polyvagal theory of, 67
specificity of, 66
inhibition of, affective expression, 71
mother-infant interactions, 70
neural mechanisms, mediating affective expression, 71
parent-child interaction, 70
treatment approaches, 88
Empathic affective-mirroring, 14
Epilepsy, 278
F
Facts of eating, 188–189
Fear-conditioning
Amygdala, role of, 277
Feeding disorder, 202
Feeding disturbances, 202
Feeding problems in children, 190
Ferber method, use of, 249
Flight behaviors, 3
Food allergies, 189
Food aversions, 205
case example, 218–221
assessment, 219–220
treatment program, 220–221
family therapy, 220
Food malabsorption, 189
G
Generalized anxiety disorder, 125–128
in child related to early loss, case example, 128–130
Gross sympathetic nervous system reactions, 121
H
Hallucinations, 234
Hierarchy of fears, 280
Hunger, self-regulation of, 221
Hyperactivity, 315
children with, 315
deficiencies in cholinergic systems, 315
diagnosis of, 315
physiological models for, 315
Hyperarousal, 239
Hypersensitive
fearful, and cautious type, 28
light and visual stimulation, 25
motorically disorganized type, 33
negative, and defiant type, 30
I
Impaired sensory registration, 312
Inattention, 232
Infant-led psychotherapy, 211
Infant-toddler symptom checklist, 36
false-delayed error rates, 36
false-normal error rates, 36
Interest, 321–322
K
Korsakoff ‘s psychosis, 325
L
Learning disabilities, 363
M
Maladaptive relational patterns, 428
Maternal distress, 231
social interaction and communication skills, aspects of, 189
Mental retardation, 315
diagnosis of, 311
Model socialization, 205
Modulation, 362
Mood disorder, 1
accommodations in, emotional development, 87
causes, 85
constitutional problems, 85
auditory hypersensitivities, 85
sensory dysregulation, 86
visual hypersensitivities, 85
environmental/life stressors, 86
family stressors, 86
medical problems, 85
Mood regulation problems, 16
Mood stability, 15
develop better goal planning, 337
home life, 337
personal development, 337
relationships, 337
school work and leisure, 337
increase by, activating pleasure and purpose in life, 335
problems, 16
Motor planning disorders, 386
case description
child with pervasive developmental disorder, 392–403
child with severe sensory defensiveness, 403–415
gravitationally insecure child with developmental dyspraxia, 391–392
therapy spanning from infancy to adulthood, 403–415
in children with
somatosensory, 387
vestibular-based problems, 387
lack of, internal cognitive organization, 386
motor control problems, in child, 389
motor planning problems, in child, 389
plan of action, 387
treatment of, 389–390
types of, 386
N
Neuronal model, 323
Nighttime awakenings, 265
O
compulsive checking, case example of, 294–300
endless repetitions, case example of, 292–294
germ phobia, case example of, 286–292
healthy rituals and, difference between, 276–277
obsessive-compulsive spectrum disorder (OCSD), 276–278
pitfalls of, 285–286
steps to overcome, 279–284
challenge faulty thinking, 283
cognitive restructuring, 283
imaginal exposure, 283
changing negative self-talks to positive thinking, 282
exposure to feared situation, 279–282
reformulating the concept of self, 284
use of distractions to redirect compulsive actions, 284
working with family, 284
treatment, 278–279
anafranil (clomipramine) as medication, 278
antidepressant medications, efficacy of, 277
cognitive-behavioral therapy, 278
exposure and response prevention therapy, 279
gradual exposure process, 279
flooding technique for, 279
serotonin reuptake inhibitors as medication, 278
Obsessive-compulsive spectrum disorder (OCSD), 276–278
causes of, 277–278
brain structures, 277
neurochemical imbalance, 277
symptoms of, 276–277
Oral-motor/feeding rating scale, 202
Orienting reflex, 320–321
aim of, 321
associated with investigatory behavior, 320
components of, 321
defensive reflex, 320
dishabituation, 321
habituation, 321
mechanism for, attention to novelty, 320
stimulus’ intensity, 321
P
Paranoid schizophrenia, 119
Parental guidance, 207
problems, 18
Pediatric Autoimmune Neuropsychiatric Disorder Associated with Streptococci (PANDAS), 278
Performance anxiety, 127
Performance standards, 11
Persistence, 329–332
Pervasive developmental disorders (PDD), 25
Phobias, 118
Polygraph test, 321
Polyvagal system, 3
Polyvagal theory, of emotion, 67
Positive-self talks, 282
Positive thinking
changing negative self-talk to, 282
homework assignments between therapy sessions for, 281
and shape positive behaviors, 172
Positive visual imagery, 282
in child, case example, 137–144
symptoms of, 119
avoidance, 119
hyperarousal, 119
numbness, 119
Professionals, 1
Proprioceptive systems, See Vestibular system
Provocative behavior, 129
Psychiatric disorders, 311
Psychoeducation, 444
Psychological problems, 231
Psychophysiological safety, clinical observations of, 429
breathing pattern, 441
facial affect, 440
nature of eye gaze, 440
neck and trunk posture, 441
prosidy, 441
R
Rapid eye movements (REM), 319
clinical significance in children, 16
criteria for children, 16
cognitive disorganization, 16
deficits with poor distress tolerance, 16
high irritability, 16
mood regulation problems, 16
sensory processing deficits, 16
sleep and eating problems, 16
developmental outcome, impact of symptoms, 20
hypersensitive type, 27
fearful and cautious type, 27
negative and defiant type, 27
infants and children, sensorimotor challenges faced by, 25
gravitational insecurity or under reactivity to movement, 25
light and visual stimulation, hypersensitivity to, 25
motor planning problems, 26
over-reactivity to loud noises, 25
tactile defensiveness or underreactivity to touch, 25
motorically disorganized type, 28
outcomes in infants, 17
subtypes, case illustrations, 28
of hypersensitive
fearful, and cautious type, 28
motorically disorganized type, 33
negative, and defiant type, 30
of under-reactive, withdrawn, and self-absorbed type, 32
symptoms and relationship to diagnostic outcomes, 19
under-reactive type, 27
Reparenting client to provide nurturing and safety
in therapeutic relationship, 464–466, See also Reparenting strategies
admire the client, 465
develop observing response as opposed to reactivity in client, 464
label and reframe client’s emotional state, 464
provide direct emotional nurturing to client, 465
structure and routinize connection between therapist and client, 466, See also Therapist-client relationship
use of self to highlight different feeling states in client, 464
use of transference to provide corrective emotional experience, 465
Reparenting strategies, 428
Repetitive behavior in children, 273
endless repetitions, case example of, 292–294
Restrict food intake, 191
S
Self-abusive behaviors, 36
Self-confidence, 127
Self-control, 9
Self-control, 329–332
Self-discipline, 11
Self-monitoring, 9
Self-monitoring, 282
concept, 2
development, 2
disorders of, 427, See also Emotional dysregulation
anxiety, 427
bipolar disorder, 427
depression, 427
obsessive–compulsive disorder (OCD), 427
functional emotional observation scale, 37
infant/child symptom checklist, 36
Kopp’s theory of, 330
required fundamental skills, 3
differentiating thoughts and actions, 13
internalizing self-soothing, 4
interpreting body signals, 3
processing sensory stimulation, 4
reading body signals, 3
signaling communication for self-soothing, 6
thoughts and behaviors, planning and organizing of, 7
Self-soothing, 234
Self-stimulatory behaviors, 12
Sensory dormancy, 366–367
Sensory integration, 362
defensiveness, causes of, 364
dysfunction, See Sensory integrative dysfunction
modulation, 362
skills and area of, 362
types of, 363
for young infant, 362
Sensory integrative dysfunction, 363
in children and adults, 363
clinical assessment of, 367
developmental dyspraxia, 363
in postinstitutionalized children, 363
symptoms of, 364
in toddlers, 365
treatment approaches for, children with, 375
child with hyporesponsitivity to touch, 377
tactually defensive child, 375
Sensory problems associated with arousal, 247
Sensory processing deficits, 16
Sensory registration, 319
Sexual activity, 235
Skills, 12
Sleep
and constitutional problems, relation of, 265(See also various entries starting as Sleep)
cultural beliefs related to, 235–237
disorder, 1
environment, 235–237
induction of, 250
management, 247
quality of, 232
nonrapid eye movement, 232
rapid eye movement, 232
related eating disorders, 247
stages of, 232–234
treatment programs, for disorders, 265
Sleep disturbance, 238
insomnia, 237
narcolepsy, 238
parasomnias, 238
sleep apnea, 238
Sleepovers, 246
Sleep patterns, trends in, 233
family patterns, 235
sleeping arrangement, 235
Sleep problems, 229–230
in children, 230–231
with dysregulation, 237–239
physiological responses, 238
restless leg syndrome, 237
with hypersensitivities, 239
restless with attention deficit hyperactivity disorder (ADHD), 240
evaluation of, 244–246
impact on development, 231–232
autism, 232
mental retardation, 232
pervasive developmental disorders, 231
long-standing disorder, case example
evaluation findings, 253
intervention, 254–255
management of, 247–250
avoiding stimulants, 248
coping with children’s crying, 248
milk intolerance on sleep, effect on, 247
organizing time between dinner and the bedtime, 248
relaxing activities before bedtime, impact of, 247
sensory problems associated with high arousal, addressing, 247
sleep-wake schedule, development of, 247
nervous system, impact on, 247
resolving, case example, 255–263
evaluation findings, 256
intervention, 257–261
parent-child psychotherapy, 255–256
sensory integration activities, 255–256
in teenager, case example, 263–265
Sleep-suggestions for parents, by playing separation games, 250–251
Sleep-wake cycles, development of, 232
Social anxiety, in mother and child, case example, 123–128
Social difficulties and sleep, association of, 255
Social interactions, 3
Socialization, 12
Somatosensory dysfunction, 312
treatment approaches, 375
Somnolence, 237
Sound sensitivities, 386
Stranger anxiety, 122
SUDS scale, 280
T
case description
in autistic children, 370–372
in child with motor and language delays, 372–373
failure of, central nervous system, 370
feelings of discomfort, 370
hyposensitivities, 373
symptoms of, 371
techniques for, 375–376
Tactile hypersensitivity, 189
Tactile system, 368
discriminative system, 369
dysfunctions, 369
defensiveness, 370
protective system, 368
pupillary dilation, 368
receptors, 368
sense of touch, 368
Tactually defensive, 368
Temperament variables, 126
activity level, 126
adaptability, 126
approach or withdrawal, 126
attention span and persistence, 126
distractibility, 126
intensity of reaction, 126
quality of mood, 126
rhythmicity, 126
sensory defensiveness, 127
threshold of responsiveness, 126
Therapy sessions
contract-relax muscle tension exercises, 299
deep breathing techniques, 299
visual imagery, 299, See also Positive visual imagery
Tourette’s syndrome, 278
Treatment programs, for sleep disorders, 265
V
Vestibular system, 377
auditory hypersensitivities, 386
based problems, 378–380
disorders, 379
dysfunction, 380
function of, 378
guidelines for, stimulation activities, 384
impact on, 377
infants with vestibular hypersensitivities, 378
primary purposes of, 378
symptoms of, hyper/hyposensensitivities, 381
treatment approaches, 382
for hyperresponsivity to movement, 383–384
hyporeactive responses, movement in space, 385
inattention and problems with self-calming, 385
principles, 382–383
vestibular-postural problems, 385
types of, movement disorders, 380
gravitational insecurity and, intolerance for, movement, 380
hyporeactivity, movement in space, 382
postural deficits, 382
W
Weight monitoring, 204
..................Content has been hidden....................
You can't read the all page of ebook, please click here login for view all page.