DVR Eligibility Study
DVR Eligibility documentation from 2013 to 2015 for Kenny indicates a primary diagnosis of ADHD Combined type as well as Psychological Impairment (Interpersonal, Behavioral) with a primary cause of Mental Illness. The secondary diagnosis is listed as Cognitive Impairments (learning, thinking, processing information). Supporting documentation used to determine eligibility for DVR services from the consulting psychologist who still works actively on Kenny's support team states Kenny's mental health conditions include: Childhood Reactive Attachment Disorder, Attention Deficit Disorder Combined and Intellectual Impairment. The psychologist also reported Kenny has emerging personality disorder symptomology of narcissistic behavior.
So, in learning
all of these things along with the behavioral descriptions in the treatment plan and the school IEP, it is obvious to me that all aspects of services to assist Kenny need to be viewed through a lens of trauma informed care. Although the school and foster care systems appear to have focused on the ADHD and behavioral issues, I believe empathy, trust building, and observing current functioning after being away from school environment rather than focusing on past behavior will yield the best outcomes. The ADHD and behavioral symptoms have previously been the focus; however, those issues most likely developed out of the severe and repeated trauma causing the diagnosed Childhood Reactive Attachment Disorder (RAD). As a child with RAD ages Personality Disorders can develop, however, I believe with a trauma-informed, discovery process approach, symptoms may improve.
Reported behaviors include: withdrawing or refusal to participate (in DVR and school activities), manipulation, arguing, verbal threats of violence towards self and others including family members, self-harm (cutting), starting fires, and theft of objects. Many of these behaviors were clustered around activities at school and all of these behaviors were likely due to fight or flight triggers.
So, in learning
all of these things along with the behavioral descriptions in the treatment plan and the school IEP, it is obvious to me that all aspects of services to assist Kenny need to be viewed through a lens of trauma informed care. Although the school and foster care systems appear to have focused on the ADHD and behavioral issues, I believe empathy, trust building, and observing current functioning after being away from school environment rather than focusing on past behavior will yield the best outcomes. The ADHD and behavioral symptoms have previously been the focus; however, those issues most likely developed out of the severe and repeated trauma causing the diagnosed Childhood Reactive Attachment Disorder (RAD). As a child with RAD ages Personality Disorders can develop, however, I believe with a trauma-informed, discovery process approach, symptoms may improve.
Reported behaviors include: withdrawing or refusal to participate (in DVR and school activities), manipulation, arguing, verbal threats of violence towards self and others including family members, self-harm (cutting), starting fires, and theft of objects. Many of these behaviors were clustered around activities at school and all of these behaviors were likely due to fight or flight triggers.