Kids with RAD need three things:
True belief that you will not abandon them and will never give up on them
Motivation (external or internal; sometimes related to #3)
Definite realization they want to stay with you
They’re sending me to a new family?! I knew it!!
To anyone parenting a kid with RAD symptoms: ENJOY the quiet ride while it lasts, and just know that the crazy ups and downs are all related to their pain. As they heal, things will get better. Keep in mind that they’ll likely never be “over” the hurt, but they can move past it in many ways.
I used to write down funny things the kids said.
(For those of you beginning the journey, keep a journal, send yourself a text, etc. You’ll definitely want it later).
Looking through old texts to myself, I found this one from early 2016:
Me (to my daughter):
“I couldn’t hear what you said, but it sounded like ‘I love you so much!'”
She (with emphasis and attitude):
“Why would I say THAT?!”
At the time, we were in the throes of RAD. She and I did not get along. Every time she considered loving me, her trauma triggered anger and fear.
Two years later, LOVE WINS.
We have come so far, this girl and I.
We’ll probably have more roller coaster days and maybe months ahead, considering she’s now a teen, but we’ll make it.
She’s gone to camp and I really miss her. She’s one of my favorite people in the world.
Reactive Attachment Disorder, you can kiss my butt.
Riding a roller coaster with my brother is one of my favorite childhood memories. Whenever we could, we stayed late at the amusement park; as long as no one waited in the queue for our seat, the coaster operator allowed us to ride again. We rode so many times we lost count. Once, we even rode in the rain, drops pricking our skin like thousands of tiny needles.
Thanks to amazing guts of steel, we never puked. (I consider this a point of personal pride.)
Hubby and I choose to ride a different kind of roller coaster. Again and again. Every. Single. Day.
Sometimes the coaster is fabulous; other times, the ride makes us queasy, but we opt to stay on.
The summer of 2016 included a few twists and surprise dips but generally kept us smiling and laughing with hands in the air. We thought we’d turned a corner; both the girl and the boy seemed happy and well-adjusted. Together, we camped, traveled, sang along in church (what we lacked in pitch, we made up in enthusiasm) and did everything “regular” families do.
The kids weren’t perfect—and neither were we—but most of the time, we just enjoyed being together. Hubby and I finally exhaled and let go of the “this can’t last” feeling.
I often joke with Hubby that “normal” is just a setting on the dryer, but I won’t lie…it was nice to feel normal for a while.
After so many steep climbs and drops, riding our coaster around gentle curves was a welcome change.
Then the summer ended.
Dark storm clouds gathered. The coaster dive was sharp, deep and straight through a painful downpour.
We aren’t sure of the triggers, but every October for the last six years—right after Halloween—negative behaviors spiked sharply in both kids. In 2016, they didn’t wait for October. As soon as school started, they both had an immediate personality flip. By November, we had plumbed our expertise and found ourselves hitting bottom. They didn’t respond to any consequence, positive or negative.
His behavior at school spiraled out of control.
Her Reactive Attachment exploded into full bloom at home.
The roller coaster fell into a series of spirals and drops, and life flipped from “normal” to “triage” without warning.
After muddling through six years of public school, advocating for services, collaborating (and occasionally arguing) with school staff, stressing out every time the school number appears on the caller ID (what happened NOW?) we’ve finally decided to Give Up.
We used every resource we could find. Brought every possible idea to the table. Suggested successful methods tried by other parents.
Although we have done everything within our power, both kids’ performance and behavior at school has continued to tank.
He doesn’t want to interact with other kids and attempts to get suspended so he can come home.
She’s failing on purpose because she “gets more attention for a failing grade than a passing grade.” (Not kidding. Parenting a kid with RAD is the equivalent of standing on your head and reading backwards. Toss out everything you know about parenting.)
Finally, we’ve reached the last straw. I am going to try the only thing left in my arsenal.
Next school year, I’m going to let Hubby sleep with the teacher.
Because this fall, the teacher will be me.
We give up trying to get our boy to mold his Autistic behind into a hard plastic classroom seat.
We give up cajoling our girl to perform in a classroom, when the attention she craves is ours.
We give up what we’ve held tight for so long.
We empty our hands, holding them open to grasp the next thing.
We are going to home school.
Having been home schooled myself for almost a decade, I think I have a pretty good handle on the realities of home schooling. I’m under no illusions.
Here’s how I would like to imagine our year will go:
Photo Credit: Susy Morris
But I’m fully aware that this is much more likely:
It won’t be easy, and some days may not be much fun. In the long run, though, it’s what they need.
And somehow, I’m really looking forward to finding the best ways to help them learn. Researching learning resources is becoming something of an obsession.
Plus, I get to sleep with the Principal.
This could be me writing, except we only have two. It was so true to life I had to stop reading twice. *Breeeeeeeeaaaatthewhooooosaaaahhhhh*
Check it out:
During college, a bunch of us gathered around the ancient donated television every week to watch Mulder and Scully try to catch each other—I mean, try to catch aliens. Anyone who watched the show knows the tag line…
Unfortunately, wanting to believe is not the same as having the ability to trust.
Our boy has had a rough time, both at home and at school, since Dad passed away.
His Asperger’s (don’t tell me Asperger’s is not a thing…it’s a thing, DSM-V be darned) daily rears its head with tics and social ineptitude and difficulty communicating. Our ten-year-old is impulsive beyond belief and often behaves like a five-year-old. A five year old with moments of clarity in which he communicates like a forty-five-year-old…
Children who have missed certain phases of life may regress, especially in times of emotional upheaval. Remembering a college psych research paper on Erik Erikson, I found an article by Claudia Fletcher on the North American Council on Adoptable Children (NACAC) website. The site itself is very basic but presents excellent information.
The information isn’t new to me, but sometimes I need a refresher…and the best way to learn is sharing with others.
If your kid appears to suddenly lose his mind, perhaps he’s experiencing a missed stage. (Or, alternately, he’s simply lost his mind.)
Stage One: The First 18 Months
Ego Development Outcome: Trust vs. Mistrust;
Basic Strengths: Drive and Hope
“[E]mphasis is on the mother’s positive and loving care…[using] visual contact and touch. If we pass successfully through this period of life, we…[can] trust that life is basically okay and have basic confidence in the future. …[I]f our needs are not met, we may end up with a deep-seated feeling of worthlessness and a [general] mistrust of the world.”1
Our kids did not have any of the above in their first eighteen months. Both have low self-esteem, and our boy in particular has an ingrained mistrust of every human he knows.
Research has shown us how important it is for children to attach. Even so, in the first year after placement, we new parents still make the mistake of dwelling on behaviors instead of attachment. Things can change if we view a newly placed children of any age as a newborn:
- Expectations. Can a newborn give back emotionally? Do chores like everyone else? Know how to have a reciprocal relationship? Of course not. Neither do older kids in a new family.
- Response. If expectation changes, so does the response. Instead of thinking a child is refusing to comply, assume she is unable to complete the task. This nurturing, teaching approach often nets better results whether a child is being oppositional or is truly incapable.
- Realizations. Until a child is attached, behavior will not change. If the child cannot bond with anyone, why would he want to please anyone? Too often adoptive parents expect compliance outside the context of a relationship. Without that relationship, however, a child has no incentive to behave better.
Our kids are not newly placed (we’ve had them over five years now) but our girl has not attached appropriately due to Reactive Attachment Disorder. Although our boy seems to have attached fairly well to us, he often seems unable to control his impulses.
To help children attach, learn to gently correct behaviors without over-reacting. Picture yourself as a new husband or wife trying to please the other and be genuinely attractive and worth attaching to. Long lists of rules and consequences that require consistent behavior management should not be the focus of this first stage.
As much as possible, create good feelings for the child whenever you are around. Use lots of laughter, pop a Hershey’s kiss in her mouth when she sustains eye contact, and give as much affection as she will allow. When the child misbehaves, stay calm and point out that the behavior is not appropriate while redirecting her to a new activity with you by her side. Actions and reactions like these promote bonding between parents and children.
Honestly. A Hershey’s Kiss, really? Not for either of mine, especially him…sugar sends him over the edge (yes, I’ve read the articles proclaiming that any perceived reaction to sugar is all in my head…and deemed those articles inaccurate per my in-person observation).
One of the most significant pieces of this stage in understanding hurt children is Erikson’s definition of hope: “enduring belief in the attainability of fervent wishes.”2 Recognizing that many children who enter care do not believe they can get what they want provides insight into their little hearts. With no hope and no belief in their own abilities, they are victims in a dim dark world. And, according to Erikson’s theory, the only way they can develop the ego quality of hope is to attach to another person.
This last bit hit me hardest.
Too often, our son can’t quite believe in hope.
He wants to believe but is certain that eventually the adults in his life will fail him—as they always did in the past. Birth parents, social workers, extended biological family members, foster carers…all eventually abandoned him, left him or outright abused him.
A few weeks after Dad died, our boy told me outright,
Sometimes I still can’t believe that you and Daddy won’t get rid of me. I want to trust you but…trusting is hard.
He wants to believe.
We just have to find a way to help him get there.
If you grew up in the TGIF generation (USA early 90’s), you might remember that theme song. In our house, the TGIF jingle signaled time to crowd in front of our little TV for Boy Meets World.
Sometimes I feel like I’m in my own show, Casey Meets World.
For five years and four months, I’ve searched for a way to reach our girl. We’ve powered through a trauma counselor, a mentor, a play therapist, outpatient counseling and in-home counseling. I’ve read every book recommended by every counselor, friend or acquaintance…and then some.
We’ve utilized an occupational therapist, speech therapist, psychiatrist, psychologist, nutritionist, neurologist and several other “-ists.”
Three months ago, we descended to the proverbial bottom of the canyon to find rock. Rappelling without ropes, if you will.
She flat-out refused to do anything I asked, and in fact did the exact opposite of EVERYTHING. Her behavior was out of control in ways I won’t describe here, but if you’re experiencing RAD, know that you are not alone.
You’re not crazy, and neither is your child.
Primal need for protecting herself (or himself) runs unbelievably deep. However, when you find your family unraveling at the seams, underlying reasons for a child’s behavior don’t matter as much as the emergency of the moment.
By the time a family reaches the cold, dusty bottom of that deep, dark pit, all anyone can do is scrabble for purchase, trying to find a way back up crumbling walls.
We finally admitted to ourselves that our tween needed more help than we could provide and we had to consider a therapeutic setting outside the home.
Back to the beginning for a moment.
Upon the children’s arrival, I began re-reading books by a respected psychologist. As a teen (I was a little weird in choice of reading material for my age), several of his books helped me understand myself better. Nothing in the books worked for these kids. NOTHing. Finally, in absolute frustration, I emailed him, with a subject something like, “Help! We adopted two kids.”
I don’t remember the exact time frame, but shortly after I sent the email, my phone rang. His secretary asked, “Will you be at this number in twenty minutes? Stay by the phone.” And twenty minutes later, he called me.
I’m not one to be awed by position or title. I’ll chat up a CEO or a streetwalker with equal interest. Everyone has a story. Everyone is human. Nothing about who you are makes you more or less valuable than the person walking beside you.
However, I do recognize that people are busy. I’m a mom, a recruiter and a blogger, and I barely have a spare minute. As yet, I’ve never published, never been a sought-after speaker on radio and in person, never been the end-all authority voice about, well…anything. And I’m sure that’s not a definitive list of his responsibilities. I can’t imagine being that busy.
I was floored that he’d take the time to call a random individual, considering the hundreds of email he must need to sort.
He gave me some advice I’ve never forgotten.
Be clear with the child that you understand their motivation.
If you know they’re being disobedient so they’ll get the attention they crave, don’t be afraid to say,
‘Hey. I know you’re acting up because you need some attention. (Fill in the blank with behavior) will only bring negative attention. Do you want negative attention, or would you rather ask me to spend time with you for a few minutes?’
Be open. Let the child know you’re aware of their game. Explain cause and effect, and let them know where the behavior will take them.
Following the above advice, we explained residential therapy to our girl. We showed her pictures of RAD Ranch (not the real name, but if I ever direct one, I am totally calling it that), where children with attachment issues live on a working farm, attend school and have physical consequences for bad behavior. If you act like a poopie-head, you might get stall-mucking duties. (And for those of you not well-versed in ranch speak, that means you’re shoveling poop.)
She didn’t believe us.
With crazy-impeccable timing, the director of said ranch rang our home phone at that moment. While I discussed our situation with him, I heard Hubby ask her, “do you know who’s on the other end of that call? This is no joke.”
Returning from the call, I explained a few of the details to Hubby, in front of our daughter. She watched our conversation, head swiveling as though viewing a tennis match, as we took turns discussing pros and cons. Finally, we turned to her.
I can’t figure out how to reblog this page, so here’s the link. Her blog is fabulous and this link sends you straight to a bunch of great books and resources.
Click below for the
Many thanks to Art Becker-Weidman for allowing me to copy directly from his website. This is one of the most thorough descriptions of RAD I’ve found online.
An Overview of Reactive Attachment Disorder for Teachers
If a parent has given you this to read, you are teaching a child with Reactive Attachment Disorder. The family of this child has apparently decided to share this information with you. That sharing is a big step for this family and one you have to treat gently and with the respect it deserves.
Reactive Attachment Disorder (RAD) is most common in foster and adopted children but can be found in many other so-called “normal” families as well due to divorce, illness or separations. Reactive Attachment Disorder (RAD) develops when a child is not properly nurtured in the first few months and years of life. It is causes by early chronic maltreatment such as neglect, abuse, or institutional care. The child, left to cry in hunger, pain or need for cuddling, learns that adults will not help. The child whose parent(s) are more involved in getting their next drug fix than they are in nurturing the developing child learns that the child’s needs are not primary to the caregivers. Children born of drug or alcohol addicted parents learn even in the womb that things do not feel good and are not safe for them. In severe cases, where the child was an abuse or violence victim, the child learns adults are hurtful and cannot be trusted. The child with RAD may develop approaches or “working models” of the world to keep the child safe. The child may try to control a world the child experiences as dangerous if not controlled by the child. Without therapy child with RAD may not develop the attachments to other human beings which allow them to trust, accept discipline, develop cause and effect thinking, self-control and responsibility.
Children with RAD are often involved in the Juvenile Justice System, as they get older. They feel no remorse, have no conscience and see no relation between their actions and what happens as a result because they never connected with or relied upon another human being in trust their entire lives.
What you may see as a teacher is a child who is, initially, surprisingly charming to you, even seeking to hold your hand, climbing into your lap, smiling a lot, you’re delighted you are getting on so well with such a child. At the onset of your contact with the child who has been reported from prior grades as “impossible” you will wonder what those previous teachers did to provoke the behaviors you have not (yet) seen but which are reflected in the prior grade reports. A few months into what you thought was a working relationship the child is suddenly openly defiant, moody, angry and difficult to handle; there is no way to predict what will happen from day to the next; the child eats as if he hasn’t been properly fed and is suspected of stealing other children’s snacks or lunch items; the child does not seem to make or keep friends; the child seems able to play one-on-one for short periods, but cannot really function well in groups; the child is often a bully on the playground; although child with RAD may have above average intelligence they often do not perform well in school due to lack of problem solving and analytical thinking skills; they often test poorly because they have not learned cause-effect thinking. In addition, having experienced at an early age that nothing they do matters, they do not “try” or put in effort; why try when what you do has not effect?
A child with RAD may climb into your lap and pretend to be affection starved. Children with RAD may talk out loud in classrooms, do not contribute fairly to group work or conversely argue to dominate and control the group. Organizational abilities are limited and monitoring is resented. There may be a sense of hypervigilance about them that you initially perceive as no sense of personal space and general “nosiness”. They seem to want to know everyone else’s business but never tell you anything about their own. There is no sense of conscience, even if someone else is hurt. They may express an offhand or even seemingly sincere “sorry,” but will likely do the same thing again tomorrow. They are not motivated by self or parental pride, normal reward and punishment systems simply do not work.
They may omit parts of assignments even when writing their names just so that they are in control of the assignment, not you. This stems from a deep feeling that adults are not to be trusted, so the best strategy when you don’t trust someone may be to not do what that person asks you to do. When assigned a seat they may choose an indirect, self- selected path to reach the seat. When given a certain number of things to repeat or do, they often do more, or less than directed. They destroy toys, clothing, bedding, pillows, and family memorabilia. They may blame parents, siblings, or others for missing or incomplete homework, missing items of clothing, lost lunch bags, etc. They may destroy school bags, lose supplies, steal food, sneak sweets, break zippers on coats, tear clothing, and eat so as to disgust those around them (open mouth chewing, food smeared over face).
They may inflict self-injuries, pick at scabs until they bleed, seek attention for non-existent/miniscule injuries, and yet will seek to avoid adults when they have real injuries or genuine pain. These children have not learned how to seek and accept comfort and care from caregivers because their early experiences have taught them that adults don’t care. Children with RAD may have multiple falls and accidents and frequently complain about what other children have done to them (“he started it!”, “Suzy kicked me first”). Children with RAD can walk around in significant physical pain from real injuries and may minimize the injury until it is detected. They may not wipe a running nose or cover a mouth to sneeze or conversely will overreact or exaggerate a cough or mild illness. They often have not had experiences of being taught in a loving responsive manner how to wash, bathe, brush teeth, and engage in other self-care activities.
They are in a constant battle for control of their environment and seek that control however they can, even in totally meaningless situations. If they are in control they feel safe. If they are loved and protected by an adult they are convinced they are going to be hurt because they never learned to trust adults, adult judgment or to develop any of what you know as normal feelings of acceptance, safety and warmth. Their speech patterns are often unusual and may involve talking out of turn, talking constantly, talking nonsense, humming, singsong, asking unanswerable or obvious questions (“Do I get a drink any time today?”). They have one pace – theirs. No amount of “hurry up everyone is waiting on you” will work – they must be in control and you have just told them they are. Need the child to finish lunch so everyone can go to the playground. Need the child to dress and line up, the child may scatter papers, drop clothing, fail to locate gloves, wander around the room – anything to slow the process and control it further. Five minutes later the child may be kissing your hand or stroking your cheek for you with absolutely no sense of having caused the mayhem that ensues from his actions. Again all these behavior are NOT intentional. The behaviors are the result of having experienced significant early chronic maltreatment. These early experiences have created an internal working model of the world and relationship that mirror those early experiences and which are projected onto current relationships.
You can begin to understand what this child’s parents must face on a daily basis. The parents are often tense; involved in control battles for their parental role every minute they are with the child, they adopted the child thinking love would cure anything that had happened to her before the adoption. They have only recently learned that normal parenting will not work with this child; that much of what they have tried to do for years simply fed into the child’s dysfunction. They are frightened, sad, stressed and lonely. Many feel unmerited guilt for their perceived “failure” with this child. The mothers often bear the brunt of the child’s actions.
It takes a tremendous amount of work and therapy to turn these kids around so that they can experience real feelings and learn to trust. Parents who have embarked on this healing journey for their child need support and consistency from other adults who interact with the child.
What can you do as a teacher? CALL THE PARENTS. Have them in to talk with you about this issue. Call them and talk about what you see in the classroom and ask if they have any other strategies for managing things. Parents who are in counseling and therapy with this child will eventually open up to you and you’ll all be able to help the child get healthy or at least not contribute to his dysfunction.
Parents will tell you if time is precious on a particular occasion due to ongoing therapy, or whatever, don’t feel put off or shut out. They will talk to you when they have time and time is one of the things parents often run out of as they work desperately to save their child’s future. The therapy and home parenting techniques are exhausting and time consumptive. Try to respect that if it seems they are not focusing on your goal of home or class work. Do not trust schoolbag communication or expect things sent in a “communication envelope” to be as complete as when they left the school with the child. Use the phone, e-mail, and regular mail – it works.
Don’t feel you need to apologize if you have believed this child and blamed the parents. If they have given you this information they already trust you and do not blame you for not having the information you needed – likely they only just recently got it themselves. Make it perfectly clear in your interactions with the child that you will take care of the child and the classroom or activity. Remind the child, unemotionally but firmly, that you are the teacher, you make the rules. You can even smile when you say it if you can get the “smile all the way up to the eyes”, just remember to get the child to verbally acknowledge your position. Do it every day for a while, and then use periodic reminders. Insist upon use of titles or prefixes (Miss Jane, Teacher Sarah, Ms. Philips), they establish position and rank. Structure choices so that you remain in control (“do you want to wear your coat or carry it to the playground?” “you may complete that paper sitting or standing”, “you may complete that assignment during this period or during recess”). Remember to keep the anger and frustration the child is seeking out of your voice. Try to “smile all the way to your eyes” if you can, otherwise simply stay as neutral as you can. Structure and control without threat.
YOU ARE NOT THE PRIMARY CAREGIVER for this child. You cannot parent this child. You are the child’s teacher, not therapist, nor parent. Teachers are left behind each year, its normal. These children need to learn that lesson.
Establish EYE CONTACT with this child. Be firm, be consistent, and be specific.
Try to remember to ACKNOWLEDGE GOOD DECISIONS AND GOOD BEHAVIOR
CONSEQUENCE POOR DECISIONS AND BAD BEHAVIOR. Poor decisions and choices like incomplete homework, wrong weight jacket for the weather, also need to be acknowledged (“I see you didn’t complete work from this activity period. You may finish it at recess while the other children who chose to finish their work go outside and play.”) Nothing mean or angry or spiteful – it’s just the facts. Remember they have difficulty with cause and effect thinking and have to be taught consequences. Normal reward systems like treats and stickers simply do not work with these children. Standard behavior modification techniques do not work with this child.
Consequencing is a good teaching technique– there is a consequence associated with each good behavior, each poor behavior – teach them what those consequences are – they will not think of or recognize them without your direction.
BE CONSISTENT, BE SPECIFIC. The child with RAD may be “good” for you one or two days or even weeks and then fall apart. This is normal. No general compliments like “you’re a good boy!” or “You know better.” Be specific and consistent – confront each misbehavior and support each good behavior with direct language. “You scribbled on the desk – you clean it up”, “You hit Timmy, you sit here next to me until I decide you may play again without hitting.” “You did well on the playground today, good for you!” “You completed that assignment, that’s a good choice!” Be positive when you can.
This NATURAL CONSEQUENCES thing is important. Do not permit this child to control your behavior by threatening to throw a tantrum (let him, out in the hallway or in another room -“You can have your tantrum here if you choose to”), “I see you’ve wet the rug, here is a rag and bucket to clean it up”, or puttering around doing his own thing when it delays the class’ departure for a planned activity (“I see you’ve not gotten ready to go, you can wait here in the supervisor’s office until we get back”).
Time-outs do not work for these children – they want to isolate themselves from others. Bring the child near the activity he has had to be removed from and have them stand with or sit in a chair along side you. It’s called a “TIME-IN.” If you can take the time, speak quietly about how much fun the other children are having and how sad it is that she cannot join in right now. No raised voices, no anger. Don’t lose your temper if you can avoid it; remember he is manipulating you to do just that. If you are going to lose it, seek assistance from another adult until you are back in control of yourself.
RESPONSIVE, ATTUNED, EMOTIONALLY ENGAGED INTERACTIONS with this child. It is very important that this child experience positive regard and that the child is good, even is the behavior is not acceptable. This helps the child move from feeling overwhelming shame to experiencing guilt.
SUPPORT THE PARENTS. The child who is losing control at home and in the classroom because folks are “on to him” will get a whole lot worse before he gets better. Listen appropriately. Absolutely redirect this child to parents for choices, hugs, decision-making and sharing of information you believe is either not true or is designed to shock or manipulate you. Follow up with the parents.
REMAIN CALM AND IN CONTROL OF YOURSELF. No matter what the child does today. If the child manages to upset you, the child is in control, not you. Remove yourself or the child from the situation until you are able to cope. The child may push your “buttons.” But remember, these are YOUR buttons and it is your job as a professional to disconnect the buttons so that pressing them has no negative effect.
If your classroom is out of control because of this child, get help. Many school counselors and administrators have not had exposure to the RAD diagnosis or how to handle it in schools. There are many resources available. Don’t give up. These children are inventive, manipulative and very much in need of everything you can offer to help them get healthy. Remind the child you will be speaking with her parents on a regular basis. Report to the child’s home as often as you can without feeling burdened by the effort. Expect notes to be destroyed. Use the phone. If you do not get a response to written communication and the parents seem to be out of touch with general information, do not blame them. Chances are they never got the message, never saw the right number of papers and have no clue what is going on because that is just how the child likes it. It takes control from the parent. Give it back by communicating directly whenever possible.
This child can and will be helped to get healthy and you can be a part of that process with the right tools. Keep in touch with the family. Remember that what you see in school is only the tip of the iceberg – family life is terribly threatening to these children and what the parents have to deal with every day is nearly unimaginable to other uninformed adults. Blaming the family or failing to communicate with them adds to the dysfunction and puts the child at greater risk of never getting healthy. This child is learning in therapy to be respectful, responsible and fun to be around. It will take time, it will be an effort, if in the end it is successful it will be because the adults in her life were consistent and the child decided to work in therapy. Your contribution as his teacher cannot be underestimated or undervalued – his parents will be grateful for the support and the therapist will have fewer inconsistent venues to sort out while helping the child to heal.
BOOK AND RESOURCES
Creating Capacity for Attachment, Edited by Arthur Becker-Weidman & Deborah Shell, Wood ‘N’ Barnes, Oklahoma City, OK, 2005.
Attachment Facilitating Parenting video/DVD. Center for Family Development, Arthur Becker-Weidman, Ph.D., 5820 Main St., #406, Williamsville, NY 14221
Building the Bonds of Attachment, 2nd. Edition, Daniel Hughes, Jason Aaronson, NY, 2006.
Arthur Becker-Weidman, PhD
Center For Family Development
(c) all rights reserved
Dear Miss Stacey,
You have hit the jackpot. I say this without sarcasm or irony. My daughter is every teacher’s dream.
At times, she will hang on your every word. She will work to keep her classmates in line. Will absolutely follow every directive and do everything you ask with a smile on her face. If you need extra help in the classroom, she’s your girl. She will do everything in her power to ensure you see her as the sweetest, brightest, most charming child.
And for the most part, she is that child.
When I tell you she refused to do her homework, you’ll eye me with suspicion.
When I describe how she pretends not to understand simple math calculations, it will sound like delusion. Especially after you watched her complete the work easily with you.
When I explain that we’re late to school because she intentionally poured a cup of water down the front of her outfit just before leaving the house, you’ll assume I’m crazy.
Her charming, adorable—angelic, really—demeanor will belie every detail of any stories I might share with you.
But I’m not making it up.
In the beginning, she truly will be your ideal, perfect student. This may last well past Christmas if you’re lucky.
Once the school honeymoon has worn off and she begins to recognize you as an authority figure, you will likely begin experiencing RAD.
This doesn’t mean you won’t still enjoy her. Her third and fourth grade teacher (she looped with the class) absolutely loved her. But she was fully informed about the RAD symptoms and messaged or talked with me several times a week.
Last year, RAD manifested in the following ways:
Wandering into class late or at the last minute (even though she was dropped off on time)
Taking excessive time to get organized
Obsessive playing with items in her desk instead of doing her work
Dropping pencils or other materials
Multiple bathroom trips
Difficulty getting along with peers in more than surface interaction
Bossing or controlling other children (she’ll call it “helping” them)
Not reading or following the directions on assignments
Ignoring, daydreaming, “zoning out” during teaching
Sitting by herself and “looking sad” to get other kids to ask her what’s wrong (at which time she regales them with stories of her past and of being adopted)
These may sound like “regular kid” issues but are actually her bid to control her life…and your classroom.
A prime example of her determination to have control: she decided she “won’t” be good at math. Her refusal to learn endangered her ability to graduate 4th grade. We’re still dealing with this.
She’s willing to crash and burn
in order to live life on her own terms.
(RAD kids) are in a constant battle for control of their environment and seek that control however they can, even in totally meaningless situations. If they are in control they feel safe.
If they are loved and protected by an adult they are convinced they are going to be hurt because they never learned to trust adults, adult judgment or to develop any of what you know as normal feelings of acceptance, safety and warmth. Their speech patterns are often unusual and may involve talking out of turn, talking constantly, talking nonsense, humming, singsong, asking unanswerable or obvious questions.
They have one pace – theirs. No amount of “hurry up everyone is waiting on you” will work – they must be in control and you have just told them they are… Need the child to dress and line up, the child may scatter papers, drop clothing, fail to locate gloves, wander around the room – anything to slow the process and control it further. Five minutes later the child may be kissing your hand or stroking your cheek for you with absolutely no sense of having caused the mayhem that ensues from his actions.
-Arthur Becker-Weidman, PhD
Center For Family Development
(c) all rights reserved
Our girl is a beautiful, bright kid. She has the potential to do anything she wants in life.
Right now, what she wants is control.
We want her to have some control but she needs to learn she can’t control the people around her in negative ways.
We are working with a therapist to help her resolve her issues. She’s made slow progress in the five years with us. She may try to discuss this with you or other students in order to garner sympathy. If that happens, please remind her she can talk with us or her counselor but may not share life details at school.
A couple years ago, she convinced a teacher we were mistreating her and Social Services paid us a visit because the teacher called. If she says anything concerning, please ask the principal to call her counselor. School administration is aware of her situation.
Please don’t try to counsel her yourself; if you have any concerns (or if you see the behaviors listed above) please text or call me as soon as is convenient. I will be happy to work with you to find creative solutions.
Our goal is to show her that adults can be trusted to protect and care for her. We appreciate your understanding and willingness to work with us. It’s not easy.
Trying to help her develop trust is exhausting.
Someday, though, she’ll graduate. She’ll be a healthy, happy adult. She will succeed.
And you’ll be one of the people we thank.