Attachment Disorder Therapy - Center for Family Development

Two Week Intensive Treatment Program

DESCRIPTION

Many of the children referred to The Center For Family Development receive a twoweek intensive program of therapy. In this therapeutic approach the child, parents (and when appropriate, other family members), and a hometown therapist participate in at least thirty hours of therapy over a twoweek period. This shortterm very intense approach provides an array of clinical advantages for highly resistant, controlling, nontrusting children. The consistency and intensity of daily therapeutic contact creates a context in which defenses are reduced, motivation increased, and a trusting therapeutic relationship is established. This therapy is not a "magical cure," although significant and dramatic changes often occur during the twoweek experience. Intense confrontation of emotional issues, in conjunction with strong support and nurturing, "opens the door" for more conventional therapy to be effective. Followup therapy is essential. Another advantage of this therapy format is our ability to observe and modify family relationships and dynamics. Parentchild, marital, and sibling issues become evident in daily therapy sessions. Also, we encourage referring therapists to participate in the treatment process whenever possible. This increases the likelihood of effective followup and provides training and supervision to mental health professionals interested in learning about this modality.

THE TEAM

A multidisciplinary treatment team approach is used consisting of therapists, family specialists, clinical director, hometown therapist, parents, and child. Each member of the treatment team plays a vital and distinct role. The success of this treatment depends on each member of the team fulfilling his or her particular role on the team. Their roles are defined more specifically by the treatment plan that the team develops.

THE THERAPY

The Center For Family Development was started with the purpose of treating children with Attachment Disorders. Attachment Disorders result when there is a serious interruption of the bonding cycle during the early critical stages of life: conception through the first 36 months. This may be due to difficult pregnancy, maternal stress or trauma, separations from primary caretakers, abuse, neglect, a history of maltreatment, maternal depression or other mental illness, frequent change of caretakers, repeated foster care placements, adoption, parents with inadequate parenting skills, or unrelieved pain of the child due to chronic illness.

Children with Attachment Disorder do not trust; they are oppositional, angry and often dangerous to themselves and others. They are unable to give and receive affection in a healthy way. They lack cause and effect thinking and frequently do not develop a conscience. Being in control of everyone and everything is a survival technique. As a result, these children do not allow themselves to be parented. They suffer from one of the most difficult emotional and behavioral conditions. Society is seeing an increase in the number of children with Attachment Disorder. If left untreated, these children have the potential to do tremendous damage to themselves, to others, and to societywe are all affected by this in some way.

Children with Reactive Attachment Disorder may present with a variety of symptoms. Some children are more aggressive and defiant, while others are more superficially charming and inauthentic in the emotional expression. For a detailed description of some of the behaviors that may be presented, see our website.

Children with Reactive Attachment Disorder may also have other problems, such a sensory-integration disorders, other mental health conditions, such as Bipolar I Disorder, and various neuro-psychological dysfunctions. As part of the application packet materials, we screen for many of these issues.

TREATMENT INVOLVES

      Validation of child's feelings

      Identification of feelings, encouragement of appropriate and safe expression of those feelings

      Education as to origin of feelings

      Resolution of early trauma through revisiting the circumstances, reframing the trauma, healing the trauma, empowering the    child to grow beyond the trauma

      Working through grief and loss issues

      Cognitive restructuring of faulty thinking patterns, attitudes, and perceptions Increasing child's self control abilities

      Reshaping behavior to more appropriate and socially acceptable levels

      Enhancing a child's self esteem

      Helping child to develop positive sense of identity

      Improving social interaction patterns by focusing on respect for others and reciprocity in relationships

      Helping child to develop thoughtful decision making skills

      Helping child to accept responsibility for his/her own behavior

      Helping child to develop the capacity for joyful play

      Helping child to experience and accept loving, nurturing care

      Helping parents learn effective parenting techniques that shape behavior while nurturing the child

      Helping parents identify and alter negative parentchild interaction patterns

      Helping parents resolve their own issues of grief and loss

Although this therapy is sometimes intense, it is sensitive to the child and to the family. Both the child and the family are respected and cared for. Self-defeating behaviors are confronted. Individuals are asked to work very hard to face the difficult issues that perpetuate these selfdefeating behaviors. Confrontation and intensity are important parts of the therapeutic process, but the process includes much more. The therapeutic process experienced through The Center For Family Development is loving, nurturing, respectful, empowering, and helpful; while there are not guarantees in life or therapy, many families have found treatment to be of value. No harmful or potentially harmful techniques such as wrapping or compression holds are utilized (see our Informed Consent document for complete details.

For a detailed description of therapeutic methods used and not used, see our Informed Consent document.

PARENTING REQUIRED

Therapeutic parenting is a vital and essential component of treatment, accounting for over 65% of the long-term success. In order for a child’s difficulties to be remedied, the child requires a secure, stable, very consistent, warm, and loving home. The effective parenting of a child with Reactive Attachment Disorder requires attachment parenting, [1] which is quite different from “normal” parenting or behaviorally based models.   Specific elements of parenting that are required are the following:

Create a healing environment

Set a positive tone for the family

Provide frequent genuine nurturance, attention, and love, verbally and physically.

Encourage the child to be affectionate. Take the lead in providing consistent and frequent affection.

Create clear and consistent structure. Structure creates a feeling of safety and security for the child

Set appropriate rule and realistic limits and consistently enforce.

Keep an organized home with consistent times for homework, meals, bedtimes.

Predictable routines develop feelings of safety and security and help an attachment-disordered child learn to experience the caregiver as reliable and trustworthy.

Communicate effectively.

Send warm, loving, accepting messages.

Use eye contact and touch to encourage your child to listen and hear.

Make positive rather than negative statements.

Praise and approval must be about specific behaviors and accomplishments.

Discipline in a calm, neutral manner.

Use consequences rather than punishments.

Competency based parenting. Secure attachment develops as a result of the interplay between structure and freedom, and dependence and independence.

The parents must physically structure the home to provide a safe and appropriate environment for the child. The method I use involves helping the family become able to use therapeutic foster care knowledge and skills. The parents must have the ability and psychological capacity to function like a therapeutic foster parent. The parents must provide the proper high and consistent degree of structure and warmth necessary for the child to heal by developing trust and security. This environment allows the child to bond with the parent. As all the parents I work with will attest, this is very demanding work; some parents have described it as the hardest thing they have ever had to do. It requires parents who are able to consistently adhere to a structured and well-regulated program. The expectation is actually significantly higher than that typically found in therapeutic foster homes. It requires parents who are able to effectively manage their anger and frustration and not allow those feelings to interfere with being a warm and loving parent. It requires parents who can put the needs of the child first.   My experience is that adults with current serious personality disorders, co-morbid addiction, bipolar disorder, or attachment disorder, among other conditions, do not have the ability to effectively parent an attachment-disordered child.

Initially, it is best for the parent to be with the child, as one would be with an infant or toddler, all day and to keep the child within arm’s length. This initial period to “line-of-sight” supervision, coupled with an attitude of empathy, love, curiosity, and playfulness sets the stage for the child to become connected to the parent. This initial period can be as brief as one month, or last as long as several months, depending on the child’s level of disorder and ability to begin to trust the parent.

DYADIC DEVELOPMENTAL PSYCHOTHERAPY

Dyadic Developmental Psychotherapy, an attachment-based therapy, is a well-recognized treatment for disorders of attachment. In fact, there is ample evidence in the literature that this is the only effective treatment for Reactive Attachment Disorder [2] . The proposed treatment approach is consistent with generally recognized treatment protocols for Reactive Attachment Disorder.

Therapy for children with Reactive Attachment Disorder has three components. The first is designed to help parents understand children with attachment disorder: how they feel, how they think, and their internal psychological dynamics. The teaching of attuned and responsive parenting skills comprises the second part. These skills are designed to help the parents engage the child emotionally in a growth enhancing relationship. We use the model of creating a healing PLACE. PLACE stands for being playful, loving, accepting, curious, and empathic. The third component involves intensive emotional work with the child. This part constitutes a significant portion of the treatment.

The basic purpose of treatment is to help the child resolve a dysfunctional attachment and develop a healthy attachment. The goal is to help the child bond to the parents and to come to grips with the disappointment, sadness, fear, and anger at the first attachment figure(s) and their failure to parent. Said another way, the goal is to resolve the fear of loving and being loved. The parent’s own family of origin issues are also a focus of treatment as these may create difficulties in the current relationship with their child.

Many families have found this treatment to be helpful; although each case is unique and there can be no guarantees since treatment involves a large amount of complexity. We find this treatment to be highly effective when used by trained professionals in a clinical setting with specific children.

FAMILY SPECIALIST

Therapeutic parenting is an approach to treating children and training parents of children with severe emotional disorders. The family specialist is a highly skilled and trained individual who works in conjunction with the treatment team to treat the child in the therapeutic milieu of a family. The expertise and involvement of the family specialist and family are the foundation of this unique approach.

New parenting techniques that work with children with attachment disorders are taught to the parents in their home. The family specialist spends time in the home teaching the parents new techniques. These parenting techniques teach the child to think through and make appropriate choices, to accept responsibility for the child’s actions, and to develop an "inner voice" (conscience). These techniques allow the parents to be empathic while the child learns from his/her own experiences. As the child learns to trust and love, the child’s beliefs that he/she is worthless and the world is hostile change to beliefs that the child is worthwhile and capable, and the world can help him/her to grow.

During the twoweek intensive, the child usually stays with the child’s parents and works with the Family Specialist to learn effective methods of helping the attachment-disordered child connect with his or her parents.

FOLLOW UP TREATMENT

On the last day of the twoweek intensive therapy a followup treatment contract is written and signed by all team members, contributing to the future plans for the continued care of the child. It includes specific time frames, goals and measurements as well as contingency plans. This follow up treatment plan is the springboard for the child who is beginning a new life. Most of the time the placing family leaves with a sense of enthusiasm, accompanied by feelings of inadequacy and fear of failure. Parenting skills learned in treatment seem rough and unnatural at first, and it takes some time and practice for the parents to incorporate these new techniques into the family life style with a sense of ease.

Once the twoweek intensive is completed, the follow-up work begins. The child has gained structured guidelines for behavior and has experienced specific exercises to foster trust and reciprocity within relationships. At this point we are hopeful that the child has been emotionally opened to the possibility of warmth and love, but therapy must be maintained and followup services provided or there is little chance of maintaining any gains that may have been achieved. In effect, the child can be expected to rely on old patterns of behavior. The child and family often find themselves in a fierce battle upon their return home. This is a time that tests the resolve, commitment and creativity of everyone. It is a dangerous time in the relationship.

Important to success is the personal and marital strength of the parents. They are encouraged to improve communication styles and develop ways to minimize stress while learning to reparent and nurture their child. The follow-up therapist instructs parents that the number one rule in effective parenting is to take care of themselves. On-going therapy to resolve personal issues that impact parenting is often recommended for the parents. During the treatment sessions, parents learn to reinforce reciprocity, foster responsible behavior, and maintain structure with their children.

The true test of the ideal reciprocal behaviors and regard for others is out in the "real world" of challenges and choices. If parents are able to employ tools learned in treatment, the child's chances of trusting others enough to apply reciprocal behaviors and attitudes are dramatically improved.

Following the twoweek intensive therapy, communication between the Center’s clinical team and the hometown therapist, the family specialist and the family are imperative. The team effort allows for the exchange of a variety of ideas. It also provides for the continuity of care with the followup therapist.

[1] Facilitating Developmental Attachment, Daniel Hughes, Ph.D., Jason Aaronson, NY, 1997, chapters 11 and 12.

Attaching in Adoption by Deborah Gray, 2002.

[2] Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Disorders, by Arthur Becker-Weidman, Ph.D., manuscript accepted for publication - March 2006 issue of Child and Adolescent Social Work.
Comparative Effectiveness of Attachment Therapy with Aggressive Children, by Robin Myeroff, Ph.D., Gary Mertlich, Ph.D., & Jim Gross, MA, Child Psychiatry and Human Development, Vol. 29 (4), summer 1999, pp 303-313.

Does Attachment Therapy Work? Results of Two Preliminary Studies, Second Edition. Published by Association for Teaching and Training in the Attachment of Children.

Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. J of Consulting and Clinical Psychology, 60, 733-747, 1992.

Handbook of Attachment: Theory, Research, and Clinical Applications, edited by J. Cassidy & P. Shaver, 1999.

Handbook of Attachment Interventions, edited by Terry Levy, Ph.D., 2000.

Attachment, Trauma, and healing: understanding and treating attachment disorder in children and families, 1998, Child Welfare League of America press.

Other references may be found on our website: www.Center4FamilyDevelop.com on the Research Page.

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		Two Week Intensive Treatment Program DESCRIPTION Many of the children referred to The Center For Family Development receive a twoweek intensive program of therapy. In this therapeutic approach the child, parents (and when appropriate, other family members), and a hometown therapist participate in at least thirty hours of therapy over a twoweek period. This shortterm very intense approach provides an array of clinical advantages for highly resistant, controlling, nontrusting children. The consistency and intensity of daily therapeutic contact creates a context in which defenses are reduced, motivation increased, and a trusting therapeutic relationship is established. This therapy is not a "magical cure," although significant and dramatic changes often occur during the twoweek experience. Intense confrontation of emotional issues, in conjunction with strong support and nurturing, "opens the door" for more conventional therapy to be effective. Followup therapy is essential. Another advantage of this therapy format is our ability to observe and modify family relationships and dynamics. Parentchild, marital, and sibling issues become evident in daily therapy sessions. Also, we encourage referring therapists to participate in the treatment process whenever possible. This increases the likelihood of effective followup and provides training and supervision to mental health professionals interested in learning about this modality. THE TEAM A multidisciplinary treatment team approach is used consisting of therapists, family specialists, clinical director, hometown therapist, parents, and child. Each member of the treatment team plays a vital and distinct role. The success of this treatment depends on each member of the team fulfilling his or her particular role on the team. Their roles are defined more specifically by the treatment plan that the team develops. THE THERAPY The Center For Family Development was started with the purpose of treating children with Attachment Disorders. Attachment Disorders result when there is a serious interruption of the bonding cycle during the early critical stages of life: conception through the first 36 months. This may be due to difficult pregnancy, maternal stress or trauma, separations from primary caretakers, abuse, neglect, a history of maltreatment, maternal depression or other mental illness, frequent change of caretakers, repeated foster care placements, adoption, parents with inadequate parenting skills, or unrelieved pain of the child due to chronic illness. Children with Attachment Disorder do not trust; they are oppositional, angry and often dangerous to themselves and others. They are unable to give and receive affection in a healthy way. They lack cause and effect thinking and frequently do not develop a conscience. Being in control of everyone and everything is a survival technique. As a result, these children do not allow themselves to be parented. They suffer from one of the most difficult emotional and behavioral conditions. Society is seeing an increase in the number of children with Attachment Disorder. If left untreated, these children have the potential to do tremendous damage to themselves, to others, and to societywe are all affected by this in some way. Children with Reactive Attachment Disorder may present with a variety of symptoms. Some children are more aggressive and defiant, while others are more superficially charming and inauthentic in the emotional expression. For a detailed description of some of the behaviors that may be presented, see our website. Children with Reactive Attachment Disorder may also have other problems, such a sensory-integration disorders, other mental health conditions, such as Bipolar I Disorder, and various neuro-psychological dysfunctions. As part of the application packet materials, we screen for many of these issues. TREATMENT INVOLVES Validation of child's feelings Identification of feelings, encouragement of appropriate and safe expression of those feelings Education as to origin of feelings Resolution of early trauma through revisiting the circumstances, reframing the trauma, healing the trauma, empowering the child to grow beyond the trauma Working through grief and loss issues Cognitive restructuring of faulty thinking patterns, attitudes, and perceptions Increasing child's self control abilities Reshaping behavior to more appropriate and socially acceptable levels Enhancing a child's self esteem Helping child to develop positive sense of identity Improving social interaction patterns by focusing on respect for others and reciprocity in relationships Helping child to develop thoughtful decision making skills Helping child to accept responsibility for his/her own behavior Helping child to develop the capacity for joyful play Helping child to experience and accept loving, nurturing care Helping parents learn effective parenting techniques that shape behavior while nurturing the child Helping parents identify and alter negative parentchild interaction patterns Helping parents resolve their own issues of grief and loss Although this therapy is sometimes intense, it is sensitive to the child and to the family. Both the child and the family are respected and cared for. Self-defeating behaviors are confronted. Individuals are asked to work very hard to face the difficult issues that perpetuate these selfdefeating behaviors. Confrontation and intensity are important parts of the therapeutic process, but the process includes much more. The therapeutic process experienced through The *Center For Family Development* is loving, nurturing, respectful, empowering, and helpful; while there are not guarantees in life or therapy, many families have found treatment to be of value. No harmful or potentially harmful techniques such as wrapping or compression holds are utilized (see our Informed Consent document for complete details. For a detailed description of therapeutic methods used and not used, see our Informed Consent document. PARENTING REQUIRED Therapeutic parenting is a vital and essential component of treatment, accounting for over 65% of the long-term success. In order for a child’s difficulties to be remedied, the child requires a secure, stable, very consistent, warm, and loving home. The effective parenting of a child with Reactive Attachment Disorder requires attachment parenting, [1] which is quite different from “normal” parenting or behaviorally based models. Specific elements of parenting that are required are the following: Create a healing environment Set a positive tone for the family Provide frequent genuine nurturance, attention, and love, verbally and physically. Encourage the child to be affectionate. Take the lead in providing consistent and frequent affection. Create clear and consistent structure. Structure creates a feeling of safety and security for the child Set appropriate rule and realistic limits and consistently enforce. Keep an organized home with consistent times for homework, meals, bedtimes. Predictable routines develop feelings of safety and security and help an attachment-disordered child learn to experience the caregiver as reliable and trustworthy. Communicate effectively. Send warm, loving, accepting messages. Use eye contact and touch to encourage your child to listen and hear. Make positive rather than negative statements. Praise and approval must be about specific behaviors and accomplishments. Discipline in a calm, neutral manner. Use consequences rather than punishments. Competency based parenting. Secure attachment develops as a result of the interplay between structure and freedom, and dependence and independence. The parents must physically structure the home to provide a safe and appropriate environment for the child. The method I use involves helping the family become able to use therapeutic foster care knowledge and skills. The parents must have the ability and psychological capacity to function like a therapeutic foster parent. The parents must provide the proper high and consistent degree of structure and warmth necessary for the child to heal by developing trust and security. This environment allows the child to bond with the parent. As all the parents I work with will attest, this is very demanding work; some parents have described it as the hardest thing they have ever had to do. It requires parents who are able to consistently adhere to a structured and well-regulated program. The expectation is actually significantly higher than that typically found in therapeutic foster homes. It requires parents who are able to effectively manage their anger and frustration and not allow those feelings to interfere with being a warm and loving parent. It requires parents who can put the needs of the child first. My experience is that adults with current serious personality disorders, co-morbid addiction, bipolar disorder, or attachment disorder, among other conditions, do not have the ability to effectively parent an attachment-disordered child. Initially, it is best for the parent to be with the child, as one would be with an infant or toddler, all day and to keep the child within arm’s length. This initial period to “line-of-sight” supervision, coupled with an attitude of empathy, love, curiosity, and playfulness sets the stage for the child to become connected to the parent. This initial period can be as brief as one month, or last as long as several months, depending on the child’s level of disorder and ability to begin to trust the parent. DYADIC DEVELOPMENTAL PSYCHOTHERAPY Dyadic Developmental Psychotherapy, an attachment-based therapy, is a well-recognized treatment for disorders of attachment. In fact, there is ample evidence in the literature that this is the only effective treatment for Reactive Attachment Disorder [2] . The proposed treatment approach is consistent with generally recognized treatment protocols for Reactive Attachment Disorder. Therapy for children with Reactive Attachment Disorder has three components. The first is designed to help parents understand children with attachment disorder: how they feel, how they think, and their internal psychological dynamics. The teaching of attuned and responsive parenting skills comprises the second part. These skills are designed to help the parents engage the child emotionally in a growth enhancing relationship. We use the model of creating a healing PLACE. PLACE stands for being playful, loving, accepting, curious, and empathic. The third component involves intensive emotional work with the child. This part constitutes a significant portion of the treatment. The basic purpose of treatment is to help the child resolve a dysfunctional attachment and develop a healthy attachment. The goal is to help the child bond to the parents and to come to grips with the disappointment, sadness, fear, and anger at the first attachment figure(s) and their failure to parent. Said another way, the goal is to resolve the fear of loving and being loved. The parent’s own family of origin issues are also a focus of treatment as these may create difficulties in the current relationship with their child. Many families have found this treatment to be helpful; although each case is unique and there can be no guarantees since treatment involves a large amount of complexity. We find this treatment to be highly effective when used by trained professionals in a clinical setting with specific children. FAMILY SPECIALIST Therapeutic parenting is an approach to treating children and training parents of children with severe emotional disorders. The family specialist is a highly skilled and trained individual who works in conjunction with the treatment team to treat the child in the therapeutic milieu of a family. The expertise and involvement of the family specialist and family are the foundation of this unique approach. New parenting techniques that work with children with attachment disorders are taught to the parents in their home. The family specialist spends time in the home teaching the parents new techniques. These parenting techniques teach the child to think through and make appropriate choices, to accept responsibility for the child’s actions, and to develop an "inner voice" (conscience). These techniques allow the parents to be empathic while the child learns from his/her own experiences. As the child learns to trust and love, the child’s beliefs that he/she is worthless and the world is hostile change to beliefs that the child is worthwhile and capable, and the world can help him/her to grow. During the twoweek intensive, the child usually stays with the child’s parents and works with the Family Specialist to learn effective methods of helping the attachment-disordered child connect with his or her parents. FOLLOW UP TREATMENT On the last day of the twoweek intensive therapy a followup treatment contract is written and signed by all team members, contributing to the future plans for the continued care of the child. It includes specific time frames, goals and measurements as well as contingency plans. This follow up treatment plan is the springboard for the child who is beginning a new life. Most of the time the placing family leaves with a sense of enthusiasm, accompanied by feelings of inadequacy and fear of failure. Parenting skills learned in treatment seem rough and unnatural at first, and it takes some time and practice for the parents to incorporate these new techniques into the family life style with a sense of ease. Once the twoweek intensive is completed, the follow-up work begins. The child has gained structured guidelines for behavior and has experienced specific exercises to foster trust and reciprocity within relationships. At this point we are hopeful that the child has been emotionally opened to the possibility of warmth and love, but therapy must be maintained and followup services provided or there is little chance of maintaining any gains that may have been achieved. In effect, the child can be expected to rely on old patterns of behavior. The child and family often find themselves in a fierce battle upon their return home. This is a time that tests the resolve, commitment and creativity of everyone. It is a dangerous time in the relationship. Important to success is the personal and marital strength of the parents. They are encouraged to improve communication styles and develop ways to minimize stress while learning to reparent and nurture their child. The follow-up therapist instructs parents that the number one rule in effective parenting is to take care of themselves. On-going therapy to resolve personal issues that impact parenting is often recommended for the parents. During the treatment sessions, parents learn to reinforce reciprocity, foster responsible behavior, and maintain structure with their children. The true test of the ideal reciprocal behaviors and regard for others is out in the "real world" of challenges and choices. If parents are able to employ tools learned in treatment, the child's chances of trusting others enough to apply reciprocal behaviors and attitudes are dramatically improved. Following the twoweek intensive therapy, communication between the Center’s clinical team and the hometown therapist, the family specialist and the family are imperative. The team effort allows for the exchange of a variety of ideas. It also provides for the continuity of care with the followup therapist. [1] Facilitating Developmental Attachment, Daniel Hughes, Ph.D., Jason Aaronson, NY, 1997, chapters 11 and 12. Attaching in Adoption by Deborah Gray, 2002. [2] Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Disorders, by Arthur Becker-Weidman, Ph.D., manuscript accepted for publication - March 2006 issue of Child and Adolescent Social Work. Comparative Effectiveness of Attachment Therapy with Aggressive Children, by Robin Myeroff, Ph.D., Gary Mertlich, Ph.D., & Jim Gross, MA, Child Psychiatry and Human Development, Vol. 29 (4), summer 1999, pp 303-313. Does Attachment Therapy Work? Results of Two Preliminary Studies, Second Edition. Published by Association for Teaching and Training in the Attachment of Children. Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. J of Consulting and Clinical Psychology, 60, 733-747, 1992. Handbook of Attachment: Theory, Research, and Clinical Applications, edited by J. Cassidy & P. Shaver, 1999. Handbook of Attachment Interventions, edited by Terry Levy, Ph.D., 2000. Attachment, Trauma, and healing: understanding and treating attachment disorder in children and families, 1998, Child Welfare League of America press. Other references may be found on our website: www.Center4FamilyDevelop.com on the Research Page. Home \| Products \| Staff \| Services \| Attachment \| Therapy \| Research \| Publications Parenting \| Bonding \| Workshops \| Articles \| Hope \| Teachers \| Links Reading Lists \| Location \| Contact Us \| Privacy Policy \| Disclaimer 5820 Main Street, Suite 406 Williamsville, NY 14221 Office: 716-810-0790 Fax: 716-636-6243 . Copyright © 2000-2011 Center for Family Development All rights reserved Last updated on: April 11, 2007 . Webmaster