Sappok / Zepperitz / Hudson Meeting Emotional Needs in Intellectual Disability

The Developmental Approach
2022
ISBN: 978-1-61334-589-4
Verlag: Hogrefe Publishing
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 192 Seiten

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.

Zielgruppe

Professionals working with people with intellectual disabilities, 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.

Autoren/Hrsg.

Sappok, Tanja

Zepperitz, Sabine

Hudson, Mark

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizinische Fachgebiete Psychiatrie, Sozialpsychiatrie, Suchttherapie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Emotion, Motivation, Handlung
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Psychopathologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Invalidität, Krankheit und Abhängigkeit: Soziale Aspekte

Leseproben

|31|2  Phases of Emotional Development
Our whole life involves development; we all develop individually from conception to death. The findings of developmental psychology have been thoroughly summarised in overview books (e.g., Berk, 2007; Smith, Cowie, & Blades, 2015). This chapter is intended to provide a brief introduction to developmental psychology; it does not replace an in-depth examination of the subject. The Dutch child and adolescent psychiatrist Anton Došen created a phase model of emotional development on the basis of the above-mentioned psychosocial and neurobiological understandings of child development (Došen, 1997; Došen, Hennicke, & Seidel, 2018). Although development is best understood as a continuous process, in this model, five essential developmental steps from birth to the age of 12 were delineated. In Dutch, the phase model is called “Schema van Emotionele Ontwikkeling,” or SEO for short. Since development does not end at the age of 12, and the description of the next phase is important for demarcation and classification, we extended the five-phase model of Anton Došen with a sixth developmental stage in this book: Phase 1: Adaptation (reference age 0–6 months): Sensory processing and integration Phase 2: Socialisation (reference age 7–18 months): First attachments, body schema, object permanence Phase 3: First individuation (reference age 19–36 months): Self-other differentiation, secure attachment Phase 4: Identification (4th–7th years of life; reference age 37–84 months): Ego-formation, theory of mind, learning from experience Phase 5: Reality awareness (8th–12th years of life; reference age 85–144 months): Self-differentiation, logical thinking Phase 6: Social individuation (13th–17th years of life; reference age 144–216 months): Identity development, abstract thinking. The age ranges refer to the approximate age, i.e., the reference age, at which a typically developing individual would exhibit the prominent characteristics associated with each phase of emotional development. Please be aware that, for example, 4th–7th years of life includes those who are at a developmental stage of 3 years but who are in their fourth year of life. Figure 12 summarises Anton Došen’s phase model of emotional development. |32| The milestones of child development, the corresponding reference age, and key developmental steps and goals are summarised in Table 2. The table also assigns the corresponding level of intellectual functioning. The phase of reality awareness (Phase 5 in Dosen’s emotional development model) corresponds to the cognitive level of a person with mild intellectual disability and should not be conceived as an end point of emotional development. We will conceptualise the next emotional development stage (Phase 6) in Chapter 4 of this book. The SEO schema was further developed by an international working group (Network of Europeans on Emotional Development or NEED) in order to create a scientifically valid instrument and to incorporate new developmental psychological findings and concepts. The result was the Scale of Emotional Development – Short (SED-S; Sappok et al., 2016), which has been published in German as a structured interview schedule by Hogrefe, along with an accompanying manual (Sappok, Zepperitz, Barrett, & Došen, 2018). Currently, the publication of the SED-S manual in English is in preparation. Emotional development stage Emotional ­reference age Level of ­intellectual ­functioning Developmental steps Development goals Adaptation 0–6 months Profound intellectual disability (F73) Integration of sensory information and external stimuli (place, time, and people) Basic trust Processing of stimuli, regulation of physical processes Socialisation 7–18 months Profound intellectual disability (F73) Social bonds, building a basis of trust, development of object permanence Development of attachment relationships, ­object permanence, rough body schema First Individuation 19–36 months Severe-­profound intellectual disability (F72–F73) Recognising and expressing one’s own will. Self-other differentiation, ­exploration from a secure base, autonomy Identification 4th–7th years of life Moderate-severe intellectual disability (F71–F72) Ego formation, change of perspective, differentiation between fantasy and reality Theory of mind, interaction with peers Emerging reality awareness 8th–12th years of life Mild-moderate intellectual disability (F70–F71) Moral action, assessment of one’s own abilities, cause-effect relationships Self-differentiation, awareness of reality, logical thinking Social Individuation 13th–17th years of life Borderline-mild...