Managing Your Relationships

Don't Wait and See! ◽

10.1093/med-psych/9780190081300.003.0007 ◽

2020 ◽

pp. 237-256

Author(s):

Emily Papazoglou

Keyword(s):

Healthcare Provider ◽

Developmental Disorder ◽

Significant Other ◽

Skill Building ◽

Taking Care

Having a child with a developmental disorder can be very isolating and stressful. Taking care of yourself will help ensure that you are more easily able to help advocate for your child’s needs and available to help support their skill-building. If you find yourself struggling to cope, alert family, trusted friends, and your healthcare provider. Consider ways to get all caregivers involved in your child’s life (significant other, relatives) on the same page as consistency helps children make progress more quickly. Common issues surrounding friendships will be discussed, including friends who start avoiding you as well as friends who want to help, but do not know what you need. Tips for communicating with your other children including navigating differences in expectations as well as common playtime issues are reviewed.

Download Full-text

Coping With a Diagnosis

Don't Wait and See! ◽

10.1093/med-psych/9780190081300.003.0006 ◽

2020 ◽

pp. 227-236

Author(s):

Emily Papazoglou

Keyword(s):

Developmental Disorder ◽

Developmental Issues ◽

Taking Action ◽

Skill Building

Having confirmation that your child is developing differently is devastating, but you must hold on to hope. Children often surprise us with their resiliency and also with their ability to achieve things we never thought possible. Research consistently shows that the earlier any developmental issues are identified, the more time you have to address them. So, allow yourself a little time to grieve and then start taking action to help your child. When your child has a developmental disorder, skill-building will often happen more slowly so you need to be patient with your child and also with yourself as you implement strategies to help with development.

Download Full-text

Taking Care of Children After Traumatic Brain Injury

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.79 ◽

2012 ◽

Vol 13 (3) ◽

pp. 79-86 ◽

Cited By ~ 1

Author(s):

Julie Haarbauer-Krupa

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Literature Review ◽

School Setting ◽

Leadership Role ◽

Speech Language Pathologists ◽

Educational Information ◽

Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

Download Full-text

Das Konzept der «Multiple Complex Developmental Disorder» (MCDD)

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000191 ◽

2012 ◽

Vol 40 (5) ◽

pp. 341-349 ◽

Cited By ~ 1

Author(s):

Inge Kamp-Becker ◽

Klaus Baumann ◽

Linda Sprenger ◽

Katja Becker

Keyword(s):

Developmental Disorder ◽

Wird Eine ◽

Icd 10 ◽

Dsm Iv ◽

Multiple Complex Developmental Disorder ◽

Complex Developmental Disorder

Fragestellung: Die «Multiple complex developmental disorder» (MCDD) ist ein wenig bekanntes Störungsbild, das durch Auffälligkeiten in der Emotionsregulation, der sozialen Interaktion und Denkstörungen gekennzeichnet ist. Weder im Klassifikationssystem des ICD-10, noch im DSM-IV kommt diese Diagnose vor. Methodik: In der vorliegenden Arbeit wird eine Übersicht über die diagnostischen Kriterien und den aktuellen Forschungsstand zum Konzept der MCDD gegeben und anhand einer Kasuistik eines 17-jährigen Jugendlichen illustriert. Ergebnis: Das Störungsbild der MCDD weist Überschneidungen zu autistischen Störungen, aber auch zu Störungen aus dem schizophrenen Formenkreis auf. Eine klare Abgrenzung bzw. Zuordnung ist bisher nicht eindeutig möglich. Schlussfolgerungen: Viele Fragen bezüglich des Störungsbildes bleiben offen, weitere Forschung ist hier vonnöten.

Download Full-text