Sappok / Zepperitz / Hudson Meeting Emotional Needs in Intellectual Disability

The Developmental Approach
2022
ISBN: 978-1-61676-589-7
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: 1 - PDF 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

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

Inhaltsverzeichnis

1;About the Authors, Preface, Table of Contents;3
2;1Emotional Development:An Introduction;12
3;2Phases of Emotional Development;42
4;3The Practical Application of the SED-S;62
5;4SED-S: The Milestones of Emotional Development;74
6;5Challenging Behaviour;104
7;6Mental Health Problems;118
8;7 The Implementation of the Emotional Development Approach in Clinical Practice;126
9;8Characteristic Examples of Care and Treatment Approaches in the Individual SED-S Phases;134
10;9Therapeutic Interventions;146
11;10Opportunities and Possibilities for Development-Based,Multi-Disciplinary Case Conferences;164
12;Summary;184
13;Concluding Observation;185
14;Acknowledgements;186
15;Definitions and Abbreviations;188
16;References;192
17;Subject Index;202

Leseproben

3.2 Assessing Emotional Development With the SED-S

A professional with expertise in developmental psychology uses the form to interview familiar caregivers about the eight developmental domains of the SED-S and assigns the behaviour described to the items that most closely reflect the behaviour of the assessed person. The behaviour of the client is assessed with regard to various everyday situations, e.g., while eating, washing, or dressing, in interaction with caregivers, in interaction with peers, and in engaging with materials. In order to get as comprehensive a picture as possible, different professional groups or employees from different areas of life should therefore be included in the assessment. If the interviewer does not know the client personally, video recordings, for example, can be helpful to assess the behaviour appropriately. Interviewers should always be clear that the statements given correspond to the area being assessed. In order to prepare an effective discussion, it can be useful to hand over the SED-S assessment forms and the milestones of emotional development to the caregivers beforehand and let them perform an approximate assessment. The individual results are then discussed together in the team. The items of the assessment form should be formulated as questions during the interview, and the assessor then assigns the statements of the interviewees to the items. The assessment should only be carried out by professionals with a background in developmental psychology, since it is not only shown behaviour itself but also the intention behind the behaviour that is necessary for the correct assignment to a certain developmental phase. A short summary of the milestones of the emotional development steps can be helpful.

When assessing the emotional development of adults, their respective life experience and increased cognitive learning must be taken into account. An adult may have learned and practised cognitively to shake hands as a greeting but does so mechanically, e.g., without making eye contact or seeing the other person’s feeling of joy. It is therefore important not only to assess a certain behaviour functionally but also to take into account the affect or the motivation associated with the behaviour. If, for example, someone only paints pictures on demand (Domain 6 Engaging with the material world), but otherwise sits rather passively, then the behaviour is probably not based on their own initiative and is not associated with their own motivation and joy. Due to the missing emotional component, this should not be evaluated as Phase 4 but, if necessary, even as Phase 1 (no interest in materials). It is also important to interpret behaviour patterns with consideration of the basic emotional needs and developmental steps associated with a given phase of development. For example, both in the phase of first individuation (Phase 3) and in the phase of reality awareness (Phase 5), a person can say to the caregiver: “I will help you,” e.g., when putting the dishes in the dishwasher. In Phase 3, however, compared to Phase 5, it is not primarily a question of helping in the actual sense, because in this phase of development, there is not yet the ability to recognise the needs of others and sympathise (see Section 1.5.4: Theory of Mind). On the one hand, this is about imitating actions, and on the other hand, it is also about doing things together and, connected with this, directing and securing attention (to the person and not to the dishes!). This can be seen, for example, in the fact that in the developmental Phase 3, the individual will quickly lose the desire to clean the dishes if the caregiver turns to another activity.