Overview

"Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behaviour that is challenging to others. As a result, the ""fit"" of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person's stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers."

Full Product Details

Author:   Tanja Sappok ,  Sabine Zepperitz ,  Mark Hudson
Publisher:   Hogrefe Publishing
Imprint:   Hogrefe Publishing
ISBN:  

9780889375895

ISBN 10:   0889375895
Pages:   192
Publication Date:   01 September 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Preface to the English Edition 1 Emotional Development: An Introduction 1.1 Emotion and Cognition in Dialogue 1.2 Conceptualisation of Emotional Development 1.3 The Development of the Emotional Brain 1.4 The Neuroanatomy of the Emotional Brain 1.5 Developmental Theories and Developmental Tasks 1.6 The Developmental Approach and Adulthood 2 Phases of Emotional Development 2.1 SED-S Phase 1: Adaptation (Reference Age: 0-6 Months) - SYMBIOSIS 2.2 SED-S Phase 2: Socialisation (Reference Age: 7-18 Months) - SAFETY 2.3 SED-S Phase 3: First Individuation (Reference Age: 19-36 Months) - AUTONOMY 2.4 SED-S Phase 4: Identification (Reference Age: 4th-7th Years of Life) - FORMING SELF 2.5 SED-S Phase 5: Reality Awareness (Reference Age: 8th-12th Years of Life) - SELF-DIFFERENTIATING 2.6 SED-S Phase 6: Social Individuation (Reference Age: 13th-17th Years of Life) - IDENTITY 3 The Practical Application of the SED-S 3.1 The Scale of Emotional Development - Short: SED-S 3.2 Assessing Emotional Development With the SED-S 3.3 Analysis of the SED-S 3.4 The SED-S Assessment and the Derivation of Therapeutic Interventions in the Case Study 3.5 Other Methods of Developmental Diagnostics 4 SED-S: The Milestones of Emotional Development 4.1 Domain 1: Relating to Their Own Body 4.2 Domain 2: Relating to Significant Others 4.3 Domain 3: Dealing With Change - Object Permanence 4.4 Domain 4: Differentiating Emotions 4.5 Domain 5: Relating to Peers 4.6 Domain 6: Engaging With the Material World 4.7 Domain 7: Communicating With Others 4.8 Domain 8: Regulating Affect 5 Challenging Behaviour 5.1 The Stage of Emotional Development as the Key to Understanding Challenging Behaviour 5.2 Emotional Development and Challenging Behaviour: A Case Study 5.3 Behavioural Syndromes According to the Level of ED 6 Mental Health Problems 6.1 The Importance of Emotional Development for the Development of Psychological Distress 6.2 Psychiatric Diagnoses as a Function of the Level of Emotional Development 6.3 Mental Disorders Influencing the Stage of Emotional Development 6.4 The Dilemma of Categorisation 7 The Implementation of the Emotional Development Approach in Clinical Practice 7.1 General Aspects 7.2 Special Features in Childhood and Adolescence 8 Characteristic Examples of Care and Treatment Approaches in the Individual SED-S Phases 8.1 Case Study for SED-S Phase 1 8.2 Case Study for SED-S Phase 2 8.3 Case Study for SED-S Phase 3 8.4 Case Study for SED-S Phase 4 8.5 Case Study for SED-S Phase 5 8.6 Case Study for SED-S Phase 6 9 Therapeutic Interventions 10 Opportunities and Possibilities for Development-Based, Multi-Disciplinary Case Conferences Summary Concluding Observation

Reviews

This clear, scientifically rigorous and practical approach has the potential to radically improve our care of this most deserving group of people with intellectual disabilities. I cannot recommend it more highly to professionals working in the field.;Allan Skelly, PhD, PsychD, AFBPS, Consultant Clinical Psychologist, Gateshead, UK, & Former Chair of The Faculty for People with intellectual Disabilities, British Psychological Society

Author Information

Tanja Sappok, MD, heads the Berlin Treatment Center for Mental Health in Developmental Disabilities at the Ev. Krankenhaus Koenigin Elisabeth Herzberge as chief physician. Clinical and scientific fields of work include autism spectrum disorders, emotional dvelopment disorders, behavioural disorders, and dementia. She is president of the European Association for Mental Health in Intellectual Disability (EAMHID) and vice president of the German Society for Mental Health with Mental Disability (DGSGB) and teaches psychiatry at the medical faculty of the Charite, Berlin. Sabine Zepperitz, Dipl.-pad, is a systemic therapist and trauma consultant and leads pedagogical staff at the Berlin Treatment Center for Mental Health in Developmental Disorders at the Ev. Krankenhaus Koenigin Elisabeth Herzberge. She works primarily with people with moderate to severe intellectual disabilities and trains facilitators for SED-S diagnostics and counselling in a series of workshops. She has been offering advanced training for caregivers and team consultations in the support for people with disabilities for several years. Dr Mark Hudson, DClinPsy, is a practising clinical psychologist and assistant professor of clinical psychology at the University of Nottingham, UK, where he carries out teaching and research. He works in both a community child and adolescent mental health service and a specialist community team for children with ID. Dr Hudson currently co-leads the Elizabeth Newson Centre, providing specialist assessments to families where a child has developmental difficulties.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions