Family therapy for learning disabled and attention-deficit disordered children.

Ziegler, Robert; Holden, Lynn

doi:10.1111/j.1939-0025.1988.tb01581.x

Cited by 23 publications

(12 citation statements)

References 12 publications

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“…Some of them are laboratory tests and physical examinations, others involve medication for seizures or hyperkinesis, others, special treatment for allergies, while still others involve physical therapy or speech therapy. The expectation that, through a number of sessions involving cognitive or behavioral restructuring, one can effect an automatic and successful realignment and long‐term family adjustment, particularly in families with biologically related psychiatric problems, is clearly a myth (46, 55).…”

Section: General Guidelinesmentioning

confidence: 99%

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Why Families of Children with Biological Deficits Require a Systems Approach

Sloman

Konstantareas

1990

Family Process

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A number of assumptions related to the systemic therapists' view of family functioning in the case of biological deficit in the child are presented and challenged. The families' behavior, it is argued, may not be primarily responsible for the difficulties of their biologically impaired offspring. Severity of handicap need not be directly linked to stress in these families, nor is avoiding an individual diagnosis helpful to them. To further clarify the relevant issues, the family's "reactions" to a dysfunctional member, along with the professionals' previously unhelpful approaches to dealing with the impairment of these children, are presented. Finally, the therapeutic implications of the position presented in this article are drawn, and specific recommendations for working with these families are offered.

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Section: General Guidelinesmentioning

confidence: 99%

“…Such approaches stress clarity of diagnosis, information sharing, coordinating resources on behalf of the family, and being available to deal with family crises, among other things. Such approaches have been presented for autism (23), for learning disabilities and ADHD (55), as well as for schizophrenia (1).…”

Section: The Psychoeducational Approachmentioning

confidence: 99%

Why Families of Children with Biological Deficits Require a Systems Approach

Sloman

Konstantareas

1990

Family Process

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“…Such feelings against the therapist could seriously undermine the therapeutic alliance, particularly crucial with children presenting these chronic conditions, and whose families are in need of ongoing support (ef. Ziegler & Holden, 1987). Parents and siblings may quickly detect any unstated views on the sociogenic causation of the patient's problem, be it family or parent originating, when therapists focus their inquiry on family life prior to the onset of illness.…”

mentioning

confidence: 99%

“…Such interventions are far more effective when they begin early (cf. Lovaas, 1987;Ziegler & Holden, 1987). By the therapists' pursuing an inappropriate and irrelevant, if not outrightly harmful approach with individual family members or the family, precious time is lost, family trust in the effectiveness of psychotherapy, in general, dwindles and serious breakdown of the family may occur.…”

mentioning

confidence: 99%

“…In many instances, an additional problem is the financial hardship sustained by the family, along with the psychological and emotional one. Ziegler and Holden (1987) provide an eloquent account of a father's quest for help for his attention deficit disordered child and how taxing it was for the family's income and time availability. While the family, as a whole, was exposed to therapy and was uncertain, confused and unable to cope with the child's problem, a full one-third of the family's income was used for treatment.…”

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confidence: 99%

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A Psychoeducational Model for Working With Families of Autistic Children*

Konstantareas

1990

J Marital Family Therapy

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Because of the well-documented effectiveness of paradigms which emphasize parental or family pathology in understanding and intervening with dysfunctional children, the temptation exists for applying them to other dysfunctional populations. Autism is a pervasive developmental dysfunction with life-long adverse sequelae for the child and family. This paper reviews evidence on the biological etiology of autism and other pervasive developmental deviations, and stresses the necessity forproviding an early and accurate diagnosis for the family. The adverse implications of downplaying individual pathology and concentrating on parental or family dysfunction are then discussed. The natural evolution and specific components of a psychoeducational model for diagnosing autistic children and working with them and their families are then presented. Finally, some of the advantages of this multimodal, multidiscipline model in long-term work with these pervasively dysfunctional individuals and their families are considered.A systemic approach to understanding psychopathology has had a distinct appeal to many mental health workers because it allows for a complete and balanced view of an individual's pathological behavior. Although the relative emphasis placed on individual versus family variables differs across systemic paradigms (cf. Schwartz & Johnson, 19851, by and large family therapists subscribe to the notion of the identified patient (IP) (Haley, 1980). They usually see the IP as the most vulnerable family member, whose dysfunctional behavior allows the remaining members of the family to maintain their homeostatic, albeit pathological balance. In the case of schizophrenia, for example, most systemic theorists' three main assumptions are that: (a) schizophrenia is intrafamilial rather than physical; (b) the family, in a transactional way, chooses its ill members; and (c) the illness is an advantage, in that it allows the family to maintain its homeostatic balance (Terkelsen, 1983). In this conceptualization, treatment of the IP is a futile exercise since the entire family constitutes the proper intervention target.

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Diagnosis and management of children with attention deficit hyperactivity disorder

Malhi

Singhi

2001

Indian J Pediatr

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Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent childhood psychiatric disorder which is characterized by three core symptoms of inattention, hyperactivity and impulsivity. It is estimated that 5% to 10% of school aged children suffer from this disorder. This disorder is more common in boys than girls. Comorbidity is a major problem and is present in as many as two thirds of children with ADHD. A multiple modality approach to treatment which combines pharmacotherapy, psycho education, behaviour therapy, environmental changes and social skills training is recommended. The outcome of ADHD is variable and unless properly treated in early years may predispose the child to serious psychopathology in adulthood.

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Family therapy for learning disabled and attention-deficit disordered children.

Cited by 23 publications

References 12 publications

Why Families of Children with Biological Deficits Require a Systems Approach

Why Families of Children with Biological Deficits Require a Systems Approach

A Psychoeducational Model for Working With Families of Autistic Children*

Diagnosis and management of children with attention deficit hyperactivity disorder

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