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Positive Steps for Families in Crisis and Those Heading That Way

Professional involvement in the treatment of problems

More of this Feature •Introduction •Definitions •Correct Diagnosis •Professional Involvement •Maintaing Records •Contingency Plans •Resources

Related Resources •Past Crisis: Disruption •Discipline/Behaviors in Stepfamilies •Early Intervention •Respite Care •Support Groups •Therapeutic Foster Care

Illustrated with the example of a real life family (names changed to protect privacy).

Joan took the ten page psych eval to her family doctor to develop a plan for her son. Based on the report's recommendations and her doctor's suggestions, Joan did the following:

• Enrolled Diego in speech and physical therapy at the local public school (three 30 minute sessions per week),
• Bought Early Education software so she could work with Diego on Reading Readiness Skills,
• Signed him up for a more detailed evaluation by a doctor who is an expert on attachment disorders,
• Took him on frequent outings to increase his exposure to new experiences and language, and
• Bought several books to read about the problems that were uncovered during the evaluation.

Over the next 5 years, Diego improved in some areas more than others. It didn't take long for him to "graduate" from speech therapy and to catch up academically. By third grade, he was at the age-appropriate level in all areas except reading, where he was only one year behind. However, the behavioral problems associated with the attachment disorder were more resistant to improvement and slowly getting worse. In Diego's case, these included chronic lying, sneaking, disobedience, and temper tantrums.

When Diego turned 8 years old, he stole $5.00 from a teacher's purse and was suspended for three days. Joan began taking him to a therapist once a week for psychological counseling. By the time he was 12, his temper tantrums had transformed into bouts of anger that left Joan deeply concerned, and Diego's bedroom in total disarray. The counselor added an 8 week therapeutic course called "Anger Management."

Once a diagnosis is made, parents must educate themselves to the challenges that were uncovered and then formulate a plan for helping the child overcome the difficulties. Often, the final page of the psych eval which contains detailed recommendations, is used as the basis for such a plan. For many children, a plan involves the cooperation of the family doctor and the local school, both of which should receive a copy of the psych eval.

It may sound obvious but parents should be aware that some problems may not respond well to a specific treatment. If one treatment does not produce results, or stops producing results, the parents should try something else. Don't stick with plans that don't work. There are many different ways to attack a problem.

A word of caution is in order for parents whose children suffer from emotional or behavioral problems, or have received a diagnosis of a mental illness. There are many new and innovative treatments being used and developed right now. Some are effective or will prove to be so eventually, and some are useless, dangerous, even deadly. If a therapy sounds unsafe to you or makes you feel uneasy or anxious for your child's welfare, say "no." Seek a second professional opinion, talk to your family medical doctor, and listen to your parental instincts.

Next Page: Maintaining Records (Paper Trail)

© Rita Laws and Nancy Ashe. All rights reserved. No part of this material may be reproduced in any form without written consent.

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