Analysis of information sources in references of the Wikipedia article "Attachment therapy" in English language version.
Z-therapy, rage-reduction therapy, Theraplay, holding therapy, attachment holding therapy, attachment disorder therapy, holding time, cuddle time, gentle containment, holding-nurturing process, emotional shuttling, direct synchronous bonding, breakthrough synchronous bonding, therapeutic parenting, dynamic attachment therapy, humanistic attachment therapy, corrective attachment therapy, developmental attachment therapy, dyadic attachment therapy, dyadic developmental psychotherapy, dyadic support environment, affective attunement
The findings showed that children in foster care have reported symptoms within the range typical of children not involved in foster care. The conclusion is that the RADQ has limited usefulness due to its lack of specificity with implications for treatment of children in foster care
1. Holding a child and confronting him/her with anger. 2. Holding a child to provoke a negative emotional response. 3. Holding a child until s/he complies with a demand. 4. Hitting a child. 5. Poking a child on any part of his/her body to get a response. 6. Pressing against "pressure points" to get a response. 7. Covering a child's mouth/nose with one's hand to get a response. 8. Making a child repeatedly kick with his/her legs until s/he responds. 9. Wrapping a child in a blanket and lying on top of him/her. 10. Any actions based on power/submission, done repeatedly, until the child complies. 11. Any actions that utilize shame and fear to elicit compliance. 12. "Firing" a child from treatment because s/he is not compliant. 13. Punishing a child at home for being "fired" from treatment. 14. Sarcasm, such as saying "sad for you", when the adult actually feels no empathy. 15. Laughing at a child over the consequences which are being given for his behavior. 16. Labeling the child as a "boarder" rather than as one's child. 17. "German shepherd training", which bases the relationship on total obedience. 18. Depriving a child of any of the basic necessities, for example, food or sleep. 19. Blaming the child for one's own rage at the child. 20. Interpreting the child's behaviors as meaning that "s/he does not want to be part of the family", which then elicits consequences such as: A. Being sent away to live until s/he complies. B. Being put in a tent in the yard until s/he complies. C. Having to live in his/her bedroom until s/he complies. D. Having to eat in the basement/on the floor until s/he complies. E. Having "peanut butter" meals until s/he complies. F. Having to sit motionless until s/he complies. (Hughes, 2002, n.p.)
Category 1: Well-supported, efficacious treatment; Category 2: Supported and probably efficacious; Category 3: Supported and acceptable; Category 4: Promising and acceptable; Category 5: Novel and experimental; and Category 6: Concerning treatment
The findings showed that children in foster care have reported symptoms within the range typical of children not involved in foster care. The conclusion is that the RADQ has limited usefulness due to its lack of specificity with implications for treatment of children in foster care
1. Holding a child and confronting him/her with anger. 2. Holding a child to provoke a negative emotional response. 3. Holding a child until s/he complies with a demand. 4. Hitting a child. 5. Poking a child on any part of his/her body to get a response. 6. Pressing against "pressure points" to get a response. 7. Covering a child's mouth/nose with one's hand to get a response. 8. Making a child repeatedly kick with his/her legs until s/he responds. 9. Wrapping a child in a blanket and lying on top of him/her. 10. Any actions based on power/submission, done repeatedly, until the child complies. 11. Any actions that utilize shame and fear to elicit compliance. 12. "Firing" a child from treatment because s/he is not compliant. 13. Punishing a child at home for being "fired" from treatment. 14. Sarcasm, such as saying "sad for you", when the adult actually feels no empathy. 15. Laughing at a child over the consequences which are being given for his behavior. 16. Labeling the child as a "boarder" rather than as one's child. 17. "German shepherd training", which bases the relationship on total obedience. 18. Depriving a child of any of the basic necessities, for example, food or sleep. 19. Blaming the child for one's own rage at the child. 20. Interpreting the child's behaviors as meaning that "s/he does not want to be part of the family", which then elicits consequences such as: A. Being sent away to live until s/he complies. B. Being put in a tent in the yard until s/he complies. C. Having to live in his/her bedroom until s/he complies. D. Having to eat in the basement/on the floor until s/he complies. E. Having "peanut butter" meals until s/he complies. F. Having to sit motionless until s/he complies. (Hughes, 2002, n.p.)
Category 1: Well-supported, efficacious treatment; Category 2: Supported and probably efficacious; Category 3: Supported and acceptable; Category 4: Promising and acceptable; Category 5: Novel and experimental; and Category 6: Concerning treatment
