Types of Detached Students The approached utilized by Dr. Ottavi approaches the student and family needs at school from the position of an attachment-aware and sensitive school professional.  There may be a variety of needs for a given student, however, inclusion of parent input and coordination among all staff working with the student is essential for success.  Five major detachments for students (Ottavi, 2007)  1.  Detachment from a sense of self  2.  Detachment from role of a student 3.  Detachment from the peer/staff support systems  at school  4.  Detachment from a basic effort  5.  Detachment from a sense of success at school setting.   The 5 types of detached students discussed in Dr. Ottavi's book exhibit school adjustment difficulties stemming from problems with development of basic coping skills, sense of self, sense of safety, and positive connection and relating with others due to disruptions in caregiving and lack of a stable environment.    In the school setting, students with attachment issues present some common types of detachment as compared to the more healthy relationships and roles for students.  These are key components that affect students with loss, disrupted attachment or maltreatment in their past. These five areas provide common and challenging disconnections for students with attachment issues.   Additionally, students with attachment issues often have variable emotional, learning, compliance, aggression, social and relationship functioning at school.  Students and families face a broad range of learning, attention, mood, medication, family, placement and permanency issues.  These students tend to have intermittent times of high level instability different from a student with typical Attention Deficit Hyperactivity Disorder or Oppositional Defiant Disorder, as their problems are more pervasitve and intensified by past loss, disappointment, rejection, sadness or fear.  There are many different professional views on diagnosing and treating attachment problems or Reactive Attachment Disorder (RAD).  As some state committees on evidence-based practive believe RAD was not well enough studied or defined, they did not match specific practice interventions.  Given this lower level of definition, there has been less volume of research and less control-group research to establish effectiveness of interventions.   Children with attachment issues at school have been even less explored with intervention research.  The primary relationship of focus is the child and parent/caregiver.  When discussing school issues and behaviors, there are no studies available that have outlined specific types of school behavior or adjustment for any diagnostic subtype. Dr. Ottavi, in his book Why is Johnny So Detached?, looked to draw from The American Professional Society on the Abuse of Children (APSAC).  The APSAC recently published the Report of the Taskforce on Attachment Therapy, Reactive Attachment Disorder, and Attachment Problems in the February 2006 edition of Child Maltreatment.  Dr. Ottavi seeks to offer ideas about the types and professional approaches to intervention that are supported by some of the limited research available.  He also offers recommendations for assessment, treatment and interventions.

 

Types of Detached Students The approached utilized by Dr. Ottavi approaches the student and family needs at school from the position of an attachment-aware and sensitive school professional.  There may be a variety of needs for a given student, however, inclusion of parent input and coordination among all staff working with the student is essential for success.  Five major detachments for students (Ottavi, 2007)  1.  Detachment from a sense of self  2.  Detachment from role of a student 3.  Detachment from the peer/staff support systems  at school  4.  Detachment from a basic effort  5.  Detachment from a sense of success at school setting.   The 5 types of detached students discussed in Dr. Ottavi's book exhibit school adjustment difficulties stemming from problems with development of basic coping skills, sense of self, sense of safety, and positive connection and relating with others due to disruptions in caregiving and lack of a stable environment.    In the school setting, students with attachment issues present some common types of detachment as compared to the more healthy relationships and roles for students.  These are key components that affect students with loss, disrupted attachment or maltreatment in their past. These five areas provide common and challenging disconnections for students with attachment issues.   Additionally, students with attachment issues often have variable emotional, learning, compliance, aggression, social and relationship functioning at school.  Students and families face a broad range of learning, attention, mood, medication, family, placement and permanency issues.  These students tend to have intermittent times of high level instability different from a student with typical Attention Deficit Hyperactivity Disorder or Oppositional Defiant Disorder, as their problems are more pervasitve and intensified by past loss, disappointment, rejection, sadness or fear.  There are many different professional views on diagnosing and treating attachment problems or Reactive Attachment Disorder (RAD).  As some state committees on evidence-based practive believe RAD was not well enough studied or defined, they did not match specific practice interventions.  Given this lower level of definition, there has been less volume of research and less control-group research to establish effectiveness of interventions.   Children with attachment issues at school have been even less explored with intervention research.  The primary relationship of focus is the child and parent/caregiver.  When discussing school issues and behaviors, there are no studies available that have outlined specific types of school behavior or adjustment for any diagnostic subtype. Dr. Ottavi, in his book Why is Johnny So Detached?, looked to draw from The American Professional Society on the Abuse of Children (APSAC).  The APSAC recently published the Report of the Taskforce on Attachment Therapy, Reactive Attachment Disorder, and Attachment Problems in the February 2006 edition of Child Maltreatment.  Dr. Ottavi seeks to offer ideas about the types and professional approaches to intervention that are supported by some of the limited research available.  He also offers recommendations for assessment, treatment and interventions.