Chapter
2.1 - Criteria for regulatory disorders in children:
3 - Clinical significance of regulatory problems in children
4 - Outcomes of regulatory disordered infants
5 - Early symptoms and their relationship to later diagnostic outcomes
6 - Impact of early symptoms on later developmental outcome
7 - Types of regulatory problems
8 - Case illustrations of the different subtypes of regulatory disorders
8.1 - Case example of hypersensitive, fearful, and cautious type
8.2 - Case example of hypersensitive, negative, and defiant type
8.3 - Case example of under-reactive, withdrawn, and self-absorbed type
8.4 - Case example of hypersensitive, motorically disorganized type
9 - Identifying problems of self-regulation in infants and children
9.1 - The infant/child symptom checklist
9.2 - Functional emotional observation scale
Chapter 2 - Treatment of Irritability and Other Mood Regulation Problems
2.1 - Reading of social cues
2.2 - Perceptual of facial expressions
2.3 - Predicting one’s own behavior and that of others
3 - Physiological aspects of emotion
3.1 - Mediation of emotion via autonomic responses
3.2 - The specificity of emotions
3.3 - Autonomic responses associated with discrete emotions
3.4 - The Polyvagal Theory of Emotion
3.5 - Neural mechanisms underlying physiological changes
4 - Expression of emotion
4.1 - Universality of emotional expression
4.2 - Developmental differences in affective expression
5 - The socialization of emotions
5.1 - The inhibition of affective expression
5.2 - Neural mechanisms mediating affective expression
6 - Modulation of emotion and mood states
6.1 - Regulation of negative affects
6.2 - Emotion regulation and adaptation
6.3 - The role of arousal in the socialization of emotions
7 - A developmental–structuralist approach to organizing sensory and affective experiences
7.1 - Level of engagement: homeostasis and attachment
7.2 - Level of intentional, interactive, organized behavior, and affects
7.3 - Level of representational elaboration and differentiation
8 - Application of developmental–structuralist model
8.1 - Level of homeostasis and engagement
8.2 - Level of intentional, interactive, organized behavior, and affects
8.3 - Level of representational elaboration and differentiation
9 - Case example of a child with difficulties in various emotional stages
10 - Identifying causes of mood dysregulation
11 - Treatment approaches
11.1 - Rule out medical problems
11.2 - Address sensory hypersensitivities that may contribute to irritability
11.3 - Avoid overstimulating the child
11.4 - Soothe both parent and child
11.5 - Create opportunities for the child to learn how to self-calm
11.6 - Help the child to learn how to make transitions from one activity to the next
11.7 - Provide clear limits, rules, and structure
11.8 - Help the child become more self-reliant
11.9 - Develop tolerance for frustration and a sense of mastery
11.10 - Help the child tolerate distress, predict precursors of irritability, and self-calm before exploding
11.11 - Help the child set goals, become flexible, and cope with change
11.12 - Develop tolerance for frustration and installing a positive self-worth
11.13 - Overcome feelings of isolation and create positive interactions with others
11.14 - Develop better problem-solving and coping skills
11.15 - Support the parents in feelings of isolation and provide respite
11.16 - Address the parent’s anxieties about the child’s behavior
11.17 - Help the parent to differentiate what the crying or irritability means
12.1 - A young child with irritability
12.1.1 - The diagnostic work-up
12.1.2 - Treatment process
12.2 - A school-aged child with irritability
12.3 - A middle school–aged child with irritability
Chapter 3 - Anxiety Disorders: How to Calm the Anxiety Cycle and Build Self-Confidence
2 - Neurobiological mechanisms underlying anxiety
3 - Types of anxiety disorders in children
3.1.1 - Case example of social anxiety in a mother and her child
3.2 - Generalized anxiety disorder
3.2.1 - Case example of a child with generalized anxiety disorder related to early loss
3.2.2 - Case example of a child with anxiety related to a family secret
3.2.2.1 A therapy vignette
3.2.3 - Case example of a child understanding her anxiety through play
4 - Posttraumatic stress disorder
4.1 - Case example of an adopted child with violent outbursts
4.2 - Case example of a boy with posttraumatic stress disorder
5 - Strategies to alleviate anxiety
Chapter 4 - Dealing with Depression
2 - What causes depression?
3 - Neurobiological bases for depression
4 - Four portraits of depression
4.1 - The child with depression who withdraws and disengages
4.2 - An autistic adolescent with depression and suicidal thoughts
4.3 - A child suffering from bipolar illness
4.4 - A teenaged girl suffering from depression
5 - Effective treatments for children suffering from depression
5.1 - Validation, accepting one’s reality, and learning to tolerate distress
5.2 - Experiencing positive, pleasurable activities
5.3 - Introduce exercise and movement
5.4 - Use nonverbal techniques to improve mood
5.5 - Learning how to be content and happy when alone
5.6 - Developing Social Connections
5.7 - Assess stressors that depress the child
5.8 - Develop Positive Thinking and Shape Positive Behaviors
5.9 - Address sensory regulation issues. Introduce light
5.10 - Learning to communicate with others in prosocial ways: the ice-cream sandwich
5.10.1 - Communication and problem-solving skills—Using GREAT FUN to be a better negotiator with people
5.11 - Developing an understanding of experienced emotions
5.12 - Changing negative thoughts to positive ones
5.13 - Address rigid thinking
5.14 - Strategic emotional regulation: when to act on emotions, to take opposite action or do nothing?
Chapter 5 - Eating Disorders
1 - The many facets of eating?
3 - The developmental stages of eating
3.1 - Stage 1: learning to self-regulate
3.1.1 - Problems with self-regulation and how they affect feeding
3.1.2 - The impact on parents when the child has poor self-regulation in eating
3.2 - Stage 2: attachment
3.2.1 - Observing an attachment disorder in caregivers and their children
3.3 - Stage 3: becoming separate
3.3.1 - What can go wrong at this stage?
4 - The assessment process
5 - Treatment intervention
6 - Case example 1: it’s a family affair
6.1 - My early work with the family
7 - Case example 2: the impact of early deprivation and an attachment disorder on feeding
8 - Case example 3: food aversions and behavioral resistance at mealtime
8.2 - The treatment program
Chapter 6 - Sleep Problems
1 - Sleep problems in children
2 - Impact of sleep problems on development
3 - Development of sleep–wake cycles
5 - Self-soothing and the process of sleep
6 - The sleep environment, cultural beliefs about sleep, and family sleep patterns
7 - Sleep problems in children with dysregulation
7.1 - The hypersensitive child
7.2 - The restless child with ADHD who craves movement
7.3 - Problems with attachment and separation/individuation
8 - Evaluating sleep problems in the child
9 - Management of sleep problems
9.1 - Separation games that help support sleep-suggestions for parents
9.3 - Case example of a long-standing sleep problem: when “nothing works”
9.4 - Evaluation findings
9.6 - Case example: resolving sleep problems through parent–child psychotherapy and sensory integration activities
9.7 - Evaluation findings
9.9 - Follow-up as Rachel grew older
9.10 - Rachel at 13 years
9.11 - Case example of a teenager with sleep problems
Chapter 7 - Obsessive–Compulsive Disorder: How to Build Flexibility and Budge Compulsive Thinking
1 - What is obsessive–compulsive disorder?
2 - Is there a difference between healthy rituals and obsessive–compulsive behavior?
3 - What causes obsessive–compulsive spectrum disorders?
4 - How can this disorder be treated?
4.1 - Exposure and response prevention therapy
5 - Steps to overcome obsessive–compulsive disorder
5.1 - Minimizing negative thoughts and the urge to respond: exposure to the feared situation or object
5.2 - Changing negative self-talk to positive thinking
5.3 - Challenge faulty thinking
5.4 - Use of distractions to redirect compulsive actions
5.5 - Reformulating the concept of self
5.6 - Working with the whole family to make things better
6 - Common pitfalls: things to avoid
7 - Case example 1: facing a germy world
8 - Case example 2: stuck in endless repetitions
9 - Case example 3: compulsive checking
Chapter 8 - Treatment of Attentional Problems
1 - Types of attentional problems
1.4 - Regulatory disorders
2 - The processes that underlie attention
3 - What is attention? Some historical perspectives
4 - Arousal, alerting, and sensory registration
4.1 - The orienting reflex or the “what-is-it?” reaction
4.2 - Habituation and interest
4.3 - Role of stimulus characteristics in attention
4.5 - Neurobiological mechanisms responsible for arousal and attention
5 - Sustained attention: attention getting and attention holding
6 - The role of effort in attentional tasks
7 - Selective attention: screening and selection
8 - Motivation, persistence, and self-control
8.1 - Neurobiological basis for focused attention and executive control
9 - Treatment applications
9.1 - Techniques to improve arousal and alerting for focused attention
9.1.1 - Environmental modifications
9.1.2 - Recreational activities
9.1.5 - Arousal versus calming activities
9.2 - Things to do to help develop motivation, self-control, and sustained attention
9.3 - Cognitive-behavioral techniques to improve attention
10 - Case example of child with attentional problems
11.1 - The treatment process
11.2 - The child-centered therapy
11.4 - Parent guidance and home program
12 - Case example: the plight of the procrastinator
13 - Case example: when a whole family struggles with ADHD
Chapter 9 - The Sensory Defensive Child: When the World is Too Bright, Noisy, and Too Close for Comfort
1 - What is sensory integration?
2 - Sensory integrative dysfunction
3 - The concepts of sensory defensiveness and sensory dormancy
4 - Clinical assessment of sensory integrative dysfunction
5.1 - Tactile dysfunction
5.1.1 - Tactile defensiveness
5.2 - Case description 1: tactile defensiveness in an autistic-like child
5.3 - Case description 2: tactile defensiveness in a child with motor and language delays
5.4 - Tactile hyposensitivities
5.5 - How tactile problems evolve over time
5.6 - Treatment approaches for children with somatosensory dysfunction
5.6.1 - Techniques for the tactually defensive child
5.6.2 - Techniques for the child with hyporesponsitivity to touch
6 - The vestibular and proprioceptive systems
6.1 - Vestibular-based problems
6.2 - Gravitational insecurity and intolerance for movement
6.3 - Hyporeactivity to movement in space
6.4 - Vestibular-postural deficits
6.5 - Treatment approaches to address vestibular problems in children
6.5.1 - General treatment principles
6.5.2 - Approaches for hyperresponsivity to movement
6.5.3 - Techniques for hyporeactive responses to movement in space
6.5.4 - Techniques for vestibular-postural problems
6.5.5 - Approaches for inattention and problems with self-calming
8 - Motor planning disorders
8.1 - Treatment of developmental dyspraxia
9 - Case description: the gravitationally insecure child with developmental dyspraxia
10 - Case example of treatment approach with child with pervasive developmental disorder
10.1 - Presenting concerns
10.4 - The treatment plan
10.5 - The treatment program
10.5.1 - The first session
10.6 - Conclusion of treatment
11 - Case example of a child with severe sensory defensiveness: therapy spanning from infancy to adulthood
11.3 - The treatment at 2 years
11.4 - The school-aged years
11.6 - The teen years: containing dangerous impulses while creating meaningful attachments
Chapter 10 - Addressing Attachment and Problems of Intimacy: How to Build Healthy Emotional Connections
1 - Overall philosophy of treatment
2 - Attachment patterns of children with dysregulation
2.1 - Avoidant attachment pattern
2.1.1 - Example of child with avoidant personality disorder
2.2 - Ambivalent/preoccupied attachment disorder
2.2.1 - Example of ambivalent attachment, passive type
2.3 - Disorganized/unresolved attachment disorder
2.3.1 - Example of child suffering from disorganized attachment disorder
3.2 - Clinical observations of psychophysiological safety
4.1 - Developing biological safety and security
4.3 - Child-centered activity
4.3.2 - Instructions for CCA
4.3.2.1 - Instructions for child-centered activity
4.3.3 - The process of therapy
4.3.4 - Role of therapist in CCA
4.3.5 - Debriefing about the process
4.3.6 - Therapeutic challenges in application of CCA
4.3.7 - Modifications of CCA to accommodate family and child needs
4.3.8 - Research examining effectiveness of treatment approaches
5 - Case example of CCA with a dyad with a disorganized attachment disorder
5.1 - First treatment session
5.1.1 - Synthesis of session
5.2 - Second treatment session
5.2.1 - Synthesis of session
5.3 - Third treatment session
6 - Reparenting the client to provide nurturing and safety in the therapeutic relationship
Appendix - All Skill Sets
2 - Activities for Problems of Touch
3 - Moving for Mood Regulation and Sleep
4 – Improving Attention Span
5 – Distractions for Emotional Regulation
1 - How to help change the child’s thoughts from negative to positive?
7– Mindfulness: Stilling the Mind
8 - Systematic Relaxation: Stilling the Body
1 - The starting position
13 - Ending up completely relaxed
1 - How to offer validation
10 – Finding Pleasure and Making Connections
11 – Creating Positive Life Experiences
1 - Activities with friends and family at home
12 – Thinking With a Clear Mind
13 – Increasing Personal Effectiveness
15 – Taking Control of Behavior
2 - Target the behavior you want to change
3.1 - One—giving a clear signal
3.2 - Two—keep yourself calm and focused on your child’s target behavior
3.3 - Three—tell your child, “You will get back in control”
3.4 - Four—ponder: what did we learn?
16 - Keeping Track of Positive Behaviors
17 – Eating Habits and Nutrition
18 – Strategies for Improving Sleep
1 - Getting ready for sleep
19 – Installing Structure and Organization
20 – Communicating Effectively With Others
Pediatric Disorders of Regulation in Affect and Behavior
：A Therapist's Guide to Assessment and Treatment
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