Meeting Emotional Needs in Intellectual Disability

Tanja Sappok, MD, heads the Berlin Treatment Center for Mental Health in Developmental Disabilities at the Ev. Krankenhaus Koenigin Elisabeth Herzberge as chief physician. Clinical and scientific fields of work include autism spectrum disorders, emotional dvelopment disorders, behavioural disorders, and dementia. She is president of the European Association for Mental Health in Intellectual Disability (EAMHID) and vice president of the German Society for Mental Health with Mental Disability (DGSGB) and teaches psychiatry at the medical faculty of the Charite, Berlin.Sabine Zepperitz, Dipl.-pad, is a systemic therapist and trauma consultant and leads pedagogical staff at the Berlin Treatment Center for Mental Health in Developmental Disorders at the Ev. Krankenhaus Koenigin Elisabeth Herzberge. She works primarily with people with moderate to severe intellectual disabilities and trains facilitators for SED-S diagnostics and counselling in a series of workshops. She has been offering advanced training for caregivers and team consultations in the support for people with disabilities for several years.Dr Mark Hudson, DClinPsy, is a practising clinical psychologist and assistant professor of clinical psychology at the University of Nottingham, UK, where he carries out teaching and research. He works in both a community child and adolescent mental health service and a specialist community team for children with ID. Dr Hudson currently co-leads the Elizabeth Newson Centre, providing specialist assessments to families where a child has developmental difficulties.

This clear, scientifically rigorous and practical approach has the potential to radically improve our care of this most deserving group of people with intellectual disabilities. I cannot recommend it more highly to professionals working in the field.;Allan Skelly, PhD, PsychD, AFBPS, Consultant Clinical Psychologist, Gateshead, UK, & Former Chair of The Faculty for People with intellectual Disabilities, British Psychological Society; How can we help those with intellectual disability (ID) live in the world and relate to those around them in the most content and happy way possible? What can we do to help them thrive? Sappok (a medical doctor), Zapperitz (a behavioral specialist), and Hudson (a clinical psychologist), have used the emotional development approach to understand challenging behaviors encountered at different stages of development in those with an intellectual disability. This detailed book, of use to clinicians, physicians, psychologists, psychiatrists, physical/speech/language/occupational therapists, mental health professionals, learning disability nurses, special education teachers, dentists, parents, families and caregivers, gives us a useful road map for understanding developmental stages and needs over the lifetime. It is especially valuable in that it provides suggestions, ideas and solutions for how to deal effectively with challenging behaviors in those with ID. ;Marcie Parker, PhD, CFLE, Excelsior, MN, USA, in Issues in Mental Health Nursing (2022), 43, 390-391;

• Preface to the English Edition1 Emotional Development: An Introduction1.1 Emotion and Cognition in Dialogue1.2 Conceptualisation of Emotional Development1.3 The Development of the Emotional Brain1.4 The Neuroanatomy of the Emotional Brain1.5 Developmental Theories and DevelopmentalTasks1.6 The Developmental Approach and Adulthood2 Phases of Emotional Development2.1 SED-S Phase 1:Adaptation (Reference Age: 0-6 Months) -SYMBIOSIS2.2 SED-S Phase 2:Socialisation (Reference Age: 7-18 Months) -SAFETY2.3 SED-S Phase 3:First Individuation (Reference Age: 19-36Months) - AUTONOMY2.4 SED-S Phase 4:Identification (Reference Age: 4th-7th Years ofLife) - FORMING SELF2.5 SED-S Phase 5:Reality Awareness (Reference Age: 8th-12thYears of Life) - SELF-DIFFERENTIATING2.6 SED-S Phase 6:Social Individuation (Reference Age: 13th-17thYears of Life) - IDENTITY3 The Practical Application of the SED-S3.1 The Scale of Emotional Development - Short:SED-S3.2 Assessing Emotional Development With theSED-S3.3 Analysis of the SED-S3.4 The SED-S Assessment and the Derivation ofTherapeuticInterventions in the Case Study3.5 Other Methods of Developmental Diagnostics4 SED-S: The Milestones of EmotionalDevelopment4.1 Domain 1: Relating to Their Own Body4.2 Domain 2: Relating to Significant Others4.3 Domain 3: Dealing With Change - ObjectPermanence4.4 Domain 4: Differentiating Emotions4.5 Domain 5: Relating to Peers4.6 Domain 6: Engaging With the Material World4.7 Domain 7: Communicating With Others4.8 Domain 8: Regulating Affect5 Challenging Behaviour5.1 The Stage of Emotional Development as the Keyto Understanding Challenging Behaviour5.2 Emotional Development and Challenging Behaviour:A Case Study5.3 Behavioural Syndromes According to the Levelof ED6 Mental Health Problems6.1 The Importance of Emotional Development forthe Development of Psychological Distress6.2 Psychiatric Diagnoses as a Function of theLevel of Emotional Development6.3 Mental Disorders Influencing the Stage ofEmotionalDevelopment6.4 The Dilemma of Categorisation7 The Implementation of the Emotional DevelopmentApproach in Clinical Practice7.1 General Aspects7.2 Special Features in Childhood and Adolescence8 Characteristic Examples of Care and TreatmentApproaches in the Individual SED-S Phases8.1 Case Study for SED-S Phase 18.2 Case Study for SED-S Phase 28.3 Case Study for SED-S Phase 38.4 Case Study for SED-S Phase 48.5 Case Study for SED-S Phase 58.6 Case Study for SED-S Phase 69 Therapeutic Interventions10 Opportunities and Possibilities forDevelopment-Based, Multi-Disciplinary CaseConferencesSummaryConcluding Observation