Identifying signs and supporting children with attachment disorder after adoption

Strategies for Adopting Children with Attachment Disorder Signs of Attachment

Attachment disorders can be detrimental to all segments of a child's life and development. These issues can impair his/her future relationships, consequently disrupting his/her life. Common signs include: Control issues. In this case, children face challenges in retaining control and refraining from the feelings of helplessness. In most cases, they are defiant, argumentative, and uncooperative. Anger issues. Children with these disorders could portray passive-aggressive behavior by hiding anger through acts that could be considered exaggerative. For example, they could hug others too hard. Lack of physical affection. In this case, children could laugh or flinch when showed physical affection, as they perceive these aspects as threats to their natural being (Carpenter et al., 2014). Thoughts. Children could develop negative beliefs concerning life, relationships, and their selves. They may face challenges in comprehending the concepts of cause and effect. Learning problems could also follow. Behaviorally, these children could be destructive, impulsive, and irresponsible. They could exhibit socially unacceptable actions such as stealing, lying, cruelty to animals, and hurling abuses at others (Orlans & Levy, 2014). Drug and alcohol abuse could also follow.

Community Resources Our Church; St. Catherine of Genoa; Family members would be helpful in providing the necessary help in dealing with attachment struggles. The church could offer support groups that support children in countering these issues. Family members play a critical role as they are the immediate contact people to these kids (Carpenter et al., 2014). In this case, they can foster a sense of humor/joy to repair attachment problems. Exhibiting patience to the issues the children face creates a safe and conducive atmosphere for the children.

Navigating Parental Feelings As a parent, I would center my attention on helping my child counter the attachment problems. I would seek advice from support groups in my church and qualified therapists and counselors. Surrounding myself with helpful individuals would enable me to deal with the perceived feelings that could emerge due to the problem at hand. Finding space to share the burden remains critical. Reaching out to the doctor could also be necessary for dealing with the feelings of emotional unbalance and anxiousness (Barnett, Niec, & Acevedo-Polakovich, 2014). I would also engage in physical activities that are helpful in relieving the elements of stress. Additionally, keeping a strong tact with family members would be critical in strengthening the existent bonds.

Behaviors of Children Who May Have Experienced Sexual Abuse Behaviors may include:

stying away from particular people, including friends and family members and/or becoming frightened at the sight of certain individuals. exhibiting promiscuity and using sexual language that is not considered appropriate for their age. In dealing with these children, I would let them talk about their feelings concerning their family and their perpetrators. I would help them open up to their experiences in safe environments. I would carefully choose the information I deem necessary to disclose to the child's teacher. I would for example not mention the perpetrator to have the child feel their secret is safe with me. I acknowledge that the teacher would act in the best of interests, but the abused child could know that I may have revealed his/her experiences.

English as a Second Language I would prepare by learning all I can about the culture and language of the child. Language could be difficult but learning basic and common phrases would be critical. Additionally, I would find out about the preferences and the routines of the child. I would prepare short words and phrases that follow regular order and formula to help them grasp English.

Teachers in ESL The English learning experiences differ between a child who maintains their first language and those who do not share the first language. Those who share the native language at home build skills essential in learning the second language. It could prove difficult for a child who has not established a strong foundation in the mother tongue to build the second one. Putting a stop in the native language could hurt the child's language growth (Bosch & Ramon-Casas, 2014). Communication could delay with the stripping of the mother tongue at home.

In meeting the needs of my child who we do not share the first language, I would request the ESL teacher to consider possible slow progress in the child's language development. I would ask consistent routines in helping the child learn English. Using small groups to accomplish activity work would be critical in the engagement of English learners. Such activities are essential in tailor-making the use of the language. Deregulating and Nonresponsive Child Behavior I would understand the cause of the intrusive behavioral characters of the child through critical observation. Identifying the particular cause does not emerge as sufficient as a combination of factors could play out. It could be genetic, physical, or environmental cause-related or a combination (Barnett, Niec, & Acevedo-Polakovich, 2014). Risk factors such as exposure to violence, family discord, and family neglect could help in identifying the root causes of such behaviors.

The discipline techniques would differ with those used to deal with children who have not experienced trauma. Setting up expectations in advance and giving the child a chance to earn the privileges by adhering to the specified guidelines. I would help them learn and agree to follow the expectations. In this way, they will realize their role and required effort is important. They will be reminded of the privileges that come with the realization of the expectations (Carpenter et al., 2014). Using empathetic statements to exhibit my understanding to the child's feelings would be crucial in getting them to understand the need of adhering to my directive.

References Barnett, M. L. Niec L. N. & Acevedo-Polakovich I. D. (2014). Assessing the Key to Effective Coaching in Parent -- Child Interaction Therapy: The Therapist-Parent Interaction Coding System. Journal of Psychopathology and Behavioral Assessment, 36(2): 211-223 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4019441/ Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers' expressive vocabulary: Does form similarity matter?. International Journal of Behavioral Development, 38(4), 317-322. Carpenter, A. L. et al. (2014). Extending Parent -- Child Interaction Therapy for Early Childhood Internalizing Problems: New Advances for an Overlooked Population. Clinical Child and Family Psychology Review, 17(4): 340 -- 356 from www.ncbi.nlm.nih.gov/pmc/articles/PMC4258530/ Orlans, M., & Levy, T. M. (2014). Attachment, Trauma, and Healing: Understanding and Treating Attachment Disorder in Children, Families, and Adults. Jessica Kingsley Publishers.