In the last series that Hegal carried further than this effort to understand the world rational. But by the mid 19th century there arose a Danish philosopher Søren Kierkegaard (1813-1855) not only rejected the Platonic idea, but withdrew the application itself. Kierkegaard who can be regarded as the founder of the philosophy of existence contradicts Hegal and said that existence precedes essence. 6 It is against all forms of rationalizations, general and universal questions of philosophy. He is extreme subjectivism it. His major work “Atleast O / o / to be or not to be. for the Western world, the first half of the twentieth century was an age of anxiety, conflict, suffering, the tragic events, the horrow anxiety, distress, persecution and human sacrifices caused by the two world wars intermittently . As Harper wrote: “The tragedy, death, guilt, suffering required to assess their overall situation, more of happiness, joy, success, innocence, as it is in the former capital that the elections must be made . “7 Then he got a group of philosophers spread throughout Germany, France and Italy have been the scene of the social crisis. Among these were the philosophers Karl Jaspers and Martin Heideger Germany. France has contributed to two other existentialists – Gabriel Marcel and Jean-Paul Sartre. “There are quite a few gentlemen who are associated with distance from the philosophy of existentialism as Schelling, Nietzsche, Pascal, Hussrell that influenced the existential thought, but can not be strictly classified as existentialists.” 8 existentialism has a short history of nearly two centuries. Meaning of Existentialism -: There are several ways to examine the current existential thought. As a system of philosophy or school of thought, existentialism is a return goes against traditional metaphysics. As a theory of human development is an approach to highlight the existence of being and becoming. Since a person in the state of becoming, is still in a phase of constant dynamics, life can be seen as a journey that is increasingly modern experiences and gain greater understanding. “Existentialism is a protest against the rationalism of traditional philosophy, contrary to the notions of misleading bourgeois culture and values of industrial civilization dehumanizing. Since the alienation, loneliness and self-odd pose a threat to personality of the man in the modern world, existential thought has considered their concerns cardinal a search for subjective truth, a reaction against the “denial of self” and an eternal quest for freedom. From the Greek philosopher Socrates thinkers in the first century XX. French philosopher Jean-Paul Sartre, have dealt with this tragic sense of ontological reality – the human situation in a comic context. etymological sense -: the etymological meaning of “existence” of two German words – “ex-tent” , which means that what stands out, it “appears” suggests that existentialism is a philosophy that emerges from the problems of life. existentialism defined -: different definitions of existentialism have been proposed by different authors.

Blackham (1952) existenalism described as a philosophy of being “a philosophy of the certification and acceptance and rejection of the attempt to rationalize and think about being.” The characteristic of existentialism, according Blackham, is that “it is the separation of man from himself yourself and the world, which raises the question of philosophy rather than trying to establish some type universal justification that allows the man, but to readjust continually expanding and paving of the primary separation itself and constitutive of human existence. “12 Harries and Levey (1975) defines existentialism as” any of several philosophic systems, all centered on the individual and his relationship with the universe or God. “Tiryakian 13 (1962) defines it as” an attempt to reaffirm the importance of the individual through rigorous in many respects radically new analysis of the nature of man. 14 In the view presented here, existentialism is a humanistic perspective on the individual situation, a philosophy of existence, of being, authenticity and universal freedom. It is a search, beyond despair, creative identity. That philosophy is a consultant in crisis, a crisis in the life of the individual, who asked to make a “choice” in terms of its future existence. “15 In short, life is to live life alone, the means to maintain perfect, powerful, conscious, responsible and intelligent life. The man should have the opportunity of subjective consciousness. The truth is realized only in the inner life. As the modern industrial engineering and has taken the liberty of man, existentialism focuses on freedom and individual responsibility. He has an eye-view of human frailty and insecurity as the man leads a solitary life, surrounded by anxiety, frustration, fear, guilt, etc. Your individuality is crushed. basic principles underlying assumptions – 1) The center of existence is the man instead of the truth, laws, principles or gasoline. Man is characterized by the decisions, the will and choice. Although the focus existentialist man’s place in the world, or the relation of man to be, or even the relationship between man and God, even suggest a certain uniqueness and mystery of the human person. The phenomenon of man, so is the life lived, and the mystery is the awareness of the deep, complex man, science and rational thought can not comprehend or explain. 2) The concept of oneness and the mysterious man implies that previous definitions of rights have been entirely satisfactory. The uniqueness of man comes from his emotions, feelings, perception and thought.

The philosophy of existentialism emphasizes meaning, developing a sense of his life, man can do something about the absurdity that surrounds it. Man is the creator, and therefore, the master of culture. It is man who imposes a sense of his universe, although this universe can work very well without it. The man can not be “taught” what the world is about. We have to create for himself. 3) Man is not alone in the world. It is connected with other men, communicate with others and, therefore, can not live in a state of anarchy. Life is considered a gift, which, in part, is a mystery. Man is free to choose commitments in life, at his option, he himself becomes. It is the product of choice. It is, therefore, an individual who is different from other people. The person in real life is more important than any statement, we can do about it. man’s existence is more important than gasoline. 4) Existentialism posits the belief that man can not accept the concepts and facts of life imposed upon him. It’s a free agent, able to form his own life and choose their own destiny. So we can not treat people like machines, at first pull a lever, the other, and wait for expected results. Therefore, we can not say that the stimulus-response or the package is an adequate description of human behavior. The man can transcend themselves and their culture. 5) A synthesis of immanence and transcendence, guided by a sense of wonder of the fundamental ontological and subjective knowledge is there. 6) People are able to appreciate the value of men in extreme situations, sadness, disappointment and death allow men to achieve authentic life. In summary, the principles of existentialism to a kind of subjective approach and conduct the defense of the appearance of the person in an impersonal place. Some concepts in existentialism -: 1) The essence precedes existence is Plato who says that the world around you is a world of essences – the ideas, values, ideals, thoughts, etc and purpose of life is to discover these species. The trees are there and that precede existence. Although it is an embodiment of an essence – the car, which is part of a universal essence – the self. Most other Western philosopher who extended the theory.

Descartes goes on to say the reality of existence, because its essence – the idea, as he said, “I think, therefore I am.” Bergson has even gone so far as to say that “I do not think that petrol () believe in me,” 16 so finding a transcendental human existence deterministic desperate note. natural philosophers rejected this same type of determinism transcendent, but replaced by a naturalistic determinism in the identification of species in nature than the previous existence. In the pragmatic others spoke of social determinism. As such, exstentialism is a rebellion against all forms of determinism and the affirmation of human freedom. They argue that existence precedes essence that man is basically free to create their own kind. As Blackham wrote: “There is creater of man. The man was discovered. Its existence was first is now in the process of determining its essence. The man is first, and then define.” 17 As Sartre himself explains his concept for us, “what is meant here by saying that” existence precedes essence? “This means that, first of all, man exists, appears on the scene, and then defines himself only. This means, such as the existentialist sees him is indefinable, it is first because it is nothing. Only then does something and it did what it was … “18 Therefore, we can easily observe that when idealists believe in the values transcendent, naturalists believe that the values are in nature, the pragmatists argue that the social values derived from life, existentialists argue that the individual alone creates values. Reality is a state of transformation. Existence is increasing every moment of life and the essence is a consequence of this perpetual becoming. 2) “emergency” of human life is forgiveness “or” shoot-Ness of Life. Existentialists believe that the existence of a person means the time from birth to death. There was nothing before birth and would be nothing beyond death. We have been thrown into a social life and social characteristics of this life are the contingent circumstances of our lives. “This event is often characterized by experiences of fear, terror, anxiety, loneliness, confusion, uncertainty, and finally ended with death.” 19 As Jean Wahl, said: “The man in this world, a world limited by the death and lived in fear, is aware of himself as essentially anxiety is overwhelmed by his loneliness in the horiz its temporality. “20 Therefore, we are all aware of our situation in life, death and limited by the existentialist correctly notes that man is the only person in the world who knows that at some time of his death. Consequently, throughout its existence is permeated by fear, anxiety and fear. He can not escape or transcend this situation. You must learn to live with the anguish, fear and anxiety. must learn to love death (Judges Socrates, Lincoln, Kennedy , Gandhi, and a dozen other great men who die for a cause has been significantly more important than living a life without purpose.)

Indian Philosophy and existential concept -: There are a number of correlations in Indian philosophy to existential concepts for eg Anxiety Dukh, fear and horror, Bhagya, etc. But when existentialism Bhiti advises us to live with this kind of contingency Indian philosophy advises us to transcend them.  (He who is not depressed by fear, excited by the joy and sometimes fear, love, anguish, horror and anger kept her composure and balance as wise). 23 Even India’s attitude toward death is similar to that of existentialism. By way of example, the co-Gita – (For a man enjoying popular esteem of children is worse than death), “said Gandhi’s death of freedom is sweeter than life in servitude. March ’25) Freedom is identical to the existence -: According to Sartre, freedom is identical to exist. What has been described existentialism as a search for ways in which freedom can be the man to create largely determined and understood. In terms of Marjorie Grene – “The revolutionary philosophy seems to be the philosophy of freedom – not only the philosophy of those who seek freedom, but the philosophy of the act itself quite freely.” 27 According to the existentialist, man is not only free, but is condemned to be free. It is not free, not free. It is the tragedy of human life. This leads to infinite freedom of the deep sense of responsibility and position of the load with a heavy responsibility is the cause of anxiety, anguish and anxiety. The unique quality of human reality is that there is no excuse 28. A bold, the existence honest, responsible and authentic human help to address this situation. 4) “be” According to existentialism, education must be a man must do so subjective and conscious of his individuality or “self.” Be aware of itself, reflect his ego and he will get a better understanding of his being. “5) authentic existentialist man have a special connotation of the real man, they say, c is the one who has the permeability of their values and choices by the awareness of its situation, particularly as regards the fact of death. If a man sees his imminent death, was authentic existence. 6) individuality individuality is based on self-realization, a motivating force, which makes the inner life of man from the center of the free concentration of fear. There a basic desire and inclination of the existence of the individuality of man. It must be recognized. If this existential individuality is recognized, his life becomes deliberate and important. At the same time, it became aware of her self. 7) subjective (consciousness of self) This means that the nature of the knower.

Chaube However, SP and Akhilesh (1981, p. 225) writes -: Kierkegeard said: “Because I exist because I think, therefore I think I exist.” According with the statement “I think” it is clear that “I” exists and has an existence. “I” that exists is always subjective and not objective. Objectivity is a concept still impossible. only gives ideas, but these ideas can be made to become introverted and subjective. If we use the “we” instead of “I” the existence of “I” has lost its objectivity and subjectivity replaces. existential subjectivity only means of self-existence. “Objective knowledge is mentally do if a person looks at it subjectively. But objective knowledge is irrelevant, because as soon as self-conscious, it becomes irrelevant and, by becoming the center of self-consciousness, becomes global and subjective. Now, the person because of knowing the object has no desire to know the object, but comes to know himself. (Note -: The concept of meaning “and” existence “has already been discussed) Fundamentals – 1) Because existential reality, that” being “or” the existence of an individual. 2) existentialism is that the man without metaphysics. 3) You want to restore the state of the man who has lost in this technologically advanced mechanized society. 4) Man is not man, but humanity. It implies that all human action, while the subjective influence inspired by other people. 5) The existentialists mean that the spirit of the person is the source and content of all knowledge. 6) The product of the existence of “inner man.” 7) This knowledge is valid, that is of value to the individual. Eight) do not believe in absolute terms. They argue that both the empirical spirit is alive, must remain open to revision and correction and consequently can not adhere to fixed values. 9) The values must be generated by our free decisions. 10) Freedom is the source of ultimate values. 11) The emphasis on “personal existence and subjectivity in existentialism has led to a focus on human freedom, choice and action. 12) Freedom is the raw material of” being. “The man must” be your freedom, which is the basis of all human activity. “To be free is to be free to change to do, act, make the world change the world.” 29 13) The idea of death must be accepted willingly. 14) The essence precedes existence. Means a person lives before dying. Until a person dies, you can always change their nature to do things well and then he will die a noble death. 15) Even if God exists, it makes no difference to a man who needs to know that nothing can save him from himself, not even a valid proof of the existence of God. 16) Human development is regarded as independent of external forces, guided by the creative forces of the integral self. This development is a synthesis of self-directed self-energy for the potential, aspirations and needs. 17) Everyone has freedom of choice, which implies a capacity for change. It is a freedom that allows for self-ups. 18) Identify and security achieved at the price of freedom constituda bad faith. Similarly, the question of the dynamics of personality is an act of bad faith. 19) The development consists of a unique subjective that the individual relates to others and the process of being and becoming. 20) “The individuality of man is supreme. This” personality “is bigger and more important than the existence of man, nation and the world. It is very close to the individual life of man.” 30 of 21) The existence the “I” relates to the existence of “others.” VR Taneja writes – “existentialist does not believe in absolute terms. Indirectly, however, admit the absolute values as the” conscience Death, “” loyalty, “” sincerity “,” integrity “, etc.” Existentialism is an ethic of integrity which itself is a bad flight, facing oneself is good. “It is the integrity of character and action rather than the unique vision to look.” Treat every man as an end and never as a means. “Each must choose without reference to pre-set values. Everyone has the right to invent one for you. The man does. It is all done. It is through the choice of his morality. You can not choose anything except his moral character. Such is the pressure of circumstances upon him. The heart and center of existentialism is the absolute nature of free commitment whereby realized. “EDUCAIONAL existentialism 31 Consequence -” The philosophy of existentialism has not shown a particular interest in education. “32 Thus, it was observed that the educational implications are derived and deduced from his philosophy and that are developed by the existentialists.

GOALS AND OBJECTIVES OF EDUCATION AND Existentialism – 1) “Education is what allows an individual to achieve the best you can. In this way, education should help the individual to achieve the facticity” (emergency) of its existence to deal with this artificiality categories – fear, anxiety and fear – and courage, and finally prepared to face death with pleasure. “33 2)” Education for happiness is a dangerous doctrine, because can be no happiness without pain and ecstasy, without suffering. “34 Therefore, the existentialists would support an education that opens wide to the children of human suffering, misery, anguish and terrible responsibility of adulthood. 3) Students should develop a uniform set of values to authenticate its existence by granting to these values and thus act as willing to die for those values to live without them. Dyning for his country was the ultimate sacrifice. Cuatro) Each person is unique. Education must develop him that the singularity. It must respond to individual differences. 5) Education should make students aware of the infinite possibilities of freedom and the responsibilities assigned in life. 6) The most important goal in education is the future of the human person as a man who lives and makes decisions about what to do and be. “Saber” in the sense of self-knowledge, social relations, and biological development, are all part of becoming. The human existence and the value associated with the plant, is in primary education. 7) Education for the full development of personality. A greater emphasis on the subjective knowledge of objective knowledge. 9) Education for the perfection of man in environment. 10) The education must create an awareness of self. 11) Education must train people to make better decisions and give men the idea that, because their decisions are never perfect, the consequences can be predicted. 12) “The ultimate goal of education is to make man conscious of his fate, given his understanding of” being “and that eventually led to his heavenly home. Therefore, it is clear that existentialism accepts the principle of liberal education. “35 In short, the goal of education is that everyone can develop their unique qualities to reach their potential and cultivate their individuality. This means that the share of education existentialist formulations and child rearing practices are a lot of advice. From existentialist view human life as unique and emerging child must be recognized as a whole person and not a full adult single. The practices by which the child is socialized vary from culture to culture. Existentialism CURRICULUM -: 1) From the existentialists believe in freedom of individuals, who do not advocate a rigid curriculum. 2) They recognize “individual differences” and want to have different programs to meet the needs, abilities and skills of the individual. 3) Curriculum, say no are the first to the immediate needs but also the final requirements. 4) The central place given to the humanities, poetry, theater, music, art, novels, so carrying the impact of human rights inherent to reveal quilt sin, suffering, tragedy, death and love’s purpose. Humans have spiritual power. The art and literature, which they say should be taught, because they represent a priori causal () the power of human nature. Thanks to these benefits to students’ ideas and opinions of others. 5) “Second place is given to the social sciences, because they lead men to think that there is nothing more than an object. They, however, want to teach science to inculcate social and moral obligation to meet the individual’s relationship to a group. “36 6) The story should teach students to help change the course of history and future of the mold. 7) The specialization in a field should be complemented by the liberalization of education because it is the man that counts, not the profession. The study of religion in the world should be taught to develop freely the religious attitude of the students. The ideal school can perform religious doctrine in accordance with this the student to accept or reject . The religion prevents him from death. 9) Perform some form of self-study program. self-examination and social obedience is the first lesson. The child must be saved from his own ego and without examining those that interfere with the free exercise of moral decision. 10) math and science subjects should be included in the program, but should not more stress because they have to do with objective knowledge. “Self-awareness precedes knowledge universal.” 37 In short, do not believe in the formal program that consists of an entire body of literature to follow, but with a program, which includes the effect affects the heart and the spirit of good reading and personal passion. The program should be selected, sorted and property of the student.

TECHNICAL INSTUCTIONAL and existentialism – 1) existentialist for Socratic approach to education as the Socratic method is personal, intimate affair and I You.

Future Teraphy

In this article, I would suggest that now is the time of psychotherapy to begin considering the future. Not from the standpoint of theory and contemporary debates about research and practice, the arguments that are thick cooked in mental health policy and considerations of the benefit of private health companies. I rather think that therapists may need to examine their professional role from a future perspective to see what role, if any, we should start anticipating the biotechnology revolution in the coming decades. If the futurists are correct, then ten years from now the most difficult issues that mental health professionals and is now in retrospect, be totally superfluous.

The world is prepared to advance exponentially in the technologies that will fundamentally alter the nature of human beings. If the profession of psychotherapy is to remain relevant, I think we must start preparing for this revolution. It is possible that in the not too distant future of our customers will be presenting issues of concern and incredible enthusiasm unfathomable new choices they will face in the future post-human. As therapists, we have a responsibility, I think, to deal with these problems in the context of their spiritual ramifications profound psychological and ethical.

In May 2002, the Institute of Ideas, a public policy discussion in London, organized a debate entitled post-human future. She gave an overview of reflection on how the scientific ingenuity is likely to have an impact on basic human nature Givens. The shift function, the philosopher Francis Fukuyama, author of Our Posthuman Futures (2002), and the scientist Gregory Stock, author of Redesigning Humans (2002). Interestingly, the debate focuses not on whether or not fundamental changes in the essence of humanity happen, but if these changes, considered inevitable, should be regulated according to ethical concerns. What guarantees, if any, should be in place when playing with the basic elements of human existence? In this discussion five years ago, Fukuyama, a typical philosopher warned us to start thinking about our technology before we are in a world that no longer recognize.

It is true that our future ability to confront the fundamental questions: What is a human being “better”? Do we want to change human nature? If we change the basis of human nature, what effect will this have on the rights of man? How to reconcile what is beneficial for the prolongation of life (individual, for example) with what is best for society (productive work force at an early age)? Do we want a world where nations are genetically have populated the person “best” while the poor are the most technologically “primitive man? For the first time in millions of years we could have more than one type of man who walks the earth, at the same time. According to Fukuyama, we must confront these fundamental problems of today, and to implement measures to maintain what we value most about ourselves. As a scientist Gregory Stock, by contrast, accepts that the impact of biotechnology will be immense, not shows a laissez-faire and warns against regulation of medical research. He says that we must be realistic. There is no way to stop progress in this area and it is inevitable that, for example, human cloning will happen, and probably before it can be done safely. He believes the technology will meet the real suffering and that in a generation, we are able to delay aging and prolong life, control their emotions accurately, and to test embryos for the personality and temperament. He agreed that the interests of parents and people need will be balanced the interests of society, but insists that it will be impossible to control, even with strict rules.

Parents want their children to have the potential to compete and succeed as adults and if a country prohibits procedures to improve the intelligence of children with implanted memory chips, for example, couples tend to travel around the world to take advantage of the latest technologies elsewhere. Basically, the priority of the Bank of the obvious benefits of future advances in medicine and minimizes hazards and utopian dreams. And there are certainly clear and significant benefits of biotechnology research such. We may be able to eliminate many if not all human disease and degeneration. You could, in principle, to achieve open-ended lives, but we still lethal and capable of dying, but not convicted. For the first time in human history, death in fact become an option.

Three years after this debate in London, the futurist Ray Kurzweil wrote The Singularity Is Near (2005), a book that advocates a greater role for the machines in the future of humanity. Apart from the advances in genetics, Kurzweil sees the human body and brain to fuse with the robots for which we have all become hybrids. According to Kurzweil, our intelligence becomes nonbiological and trillions of times more powerful than unaided human intelligence. It is true that human aging be reversed, because nanotechnology will overcome the limitations of biology. Kurzweil is both radical and optimistic. But in the whirlwind of “progress” that raises a question about the psychological impact of the redesign of the human race? Will effects psychological and spiritual side of advances in genetic engineering? technology may extend and intensify “life, but can you answer the question of how to live life” or “What a good life? This course leads to the therapy, which has always sought to resolve the agonizing questions about how to live well.

The information scientists and futurists, it is clear that this is not too early for therapists to begin exploring the advent of a future recognition. It is no longer science fiction. We must ask what is the therapeutic role now to explore the implications of this radical transformation in the essence of what it means to be human? While some philosophers, scientists and theologians are beginning to participate in an interdisciplinary dialogue about the new world to come, right? Of course, as therapists have to face the practical relevance of everyday fundamental questions of human values and assumptions. Maybe it’s time to start considering what the impact will cybernetics genetic engineering in the understanding of our profession and our personal concerns and how contemplation can prepare to open the new range of issues, values and assumptions that may soon be submitted by our customers. I suggest we need a kind of “futuristic Dialogue for therapeutic purposes,” dedicated to image the deeper impact of this revolution prophesied in human nature. First, we could explore the role that psychotherapy can prepare now for the future. It may be useful to begin to examine what values will be challenged by some of the advances scientists are anticipating. We could reconsider our all current psychological theories in the light of tomorrow’s man, who can live forever, that can make hair and skin color, change their physiology at will, and sex change several times over “eternity.”

Introduce such future possibilities as a conversation in a group of friends and see how long it takes before you will present profound questions such as how it might begin to define “success” and “failure”, such as biotechnology will change the future structure of families, create new forms of society and force fundamental changes in the direction of relationships. Try to think of a psychological theory or a therapeutic model that does not fragment as seen through the prism of that planned for the future of man. As professionals we could also try to predict what form will our profession in this imagined future. I suspect that the assault on biotechnology and cyber updates psychotherapy as a mental health profession “redundant. It will be an effective response to the technical difficulties of the so-called” mental illness, trauma, emotional stress, depression and anxiety etc. Our current psychopharmacological treatments will probably be an embarrassment compared to the regulatory capacity of future psycho-technology.

While many current approaches to technical and medical leave me alone treatment, patients in the future “will probably be as malleable in terms of” nature “,” personality “(an outdated concept I’m sure) or physiology, which concerns about intrusions into the integral composition of a person can not even meaningful. That’s my feeling that the medical treatment “forms of psychotherapy that is based on relieving symptoms, quenching the pathology and diagnosis of” disease “is include the genetics and cybernetics, administered by the technical psycho. However, I have the hope that the more relational, dialogical, spiritual and existential forms of therapy may have a crucial role in this new world and can become the essence of what remains of our profession. As the world becomes more technology-based rights, these forms of psychotherapy can play a role in the maintenance of what was at least “authentic” in human existence. For the sake of discussion, will outline some preliminary ideas on possible questions they may have in the psychotherapy profession post-human. The heart of the concern about these profound changes is the way they influence our ideas about human nature. As therapists, we must clarify what we mean by “human nature.” This clarification of the positions we help our clients explore what they protect in case of rejection of the new “improvements” in an effort to remain “natural.” How customers choose which advances are good and they go too far in changing their sense of personal identity and species? For example, human suffering and death prescription offer in the essential meaning and value to life that some people want to defy attempts to remove them? Since culture is man, the nature of man may also, at some point, be the man. And as each of these dilemmas affects us as customers, the treatment is potentially on the basis of investigations that are completely in the other the impact and importance.

Psychotherapy, particularly those working existentially, I suppose that many of our problems in life arise from the way we respond to or deny the existence of the data. But if they themselves become Givens options instead of facts? For example, therapists may be invited to future discussions with their customers a real choice between life and death, either dying or not. But our ability to understand a decision to keep pace with our ability to generate technically? We can not understand the huge impact that “Death of Death” may have in the world of human life. Our language about death should be examined in detail before they can start using it to think clearly about what you mean “choose death. Today we can not consider this great future of our world view that dies, overshadowed by the death , but even today you can imagine how it would change attitudes toward suicide, the practice of mourning, and our understanding of pain, a clear list some examples. If a loved one chose to die or is killed accidentally, the meaning of this death is undoubtedly affected by the fact that the person could, in principle, never lived (or at least hundreds of years). What kind of relationships that are potentially immortal? Does the insecurity that prevent us from being open and sympathetic towards others more clearly seen as unimportant or that we become less relational subject derives endless solitary along our individual way, asking: “What is the meaning of all this? The therapists of the future may be forced to work phenomenologically, in a state of UN-learn with each client, explore together, literally, to be what they want, what they want to be, and if a sense of everything.

All genetic counseling existential meets (if not already). Parents choose to engineer their children’s emotional life is expressed very explicitly, what they consider useful for human life and what they perceive as negative. future therapists also likely to be genetic counselors, to help design a line with the values of each individual, but also a challenge assumptions and preconceived ideas about what is a desired attribute and what makes a person undesirable. Of course, it would be arrogant to simply assume that any form of treatment still makes sense after a revolution in human beings. But surely someone will take the role seriously questions the decisions of individuals and human communities. Perhaps therapists fall into the role of social criticism, trying to sustain and support the values and sensitivities that can easily be trampled in the rush of technological advances. Therapy can be a profession to help us reflect on the implications of what we do as we do, a hermeneutic practice that helps us to contemplate the assumptions of the UN-, we reflected on the meaning and purpose in life the earth that life itself is constantly transformed? During the next twenty or thirty years, probably with the advent of “emotional technology, which in all probability, arise from our identity as professionals” and instead of taking their place alongside theologians, ethicists, philosophers, Being a common care for the human soul: each of us try to do our best, have to bear the need to make decisions whose deep meaning can not be even partially, fathoms. At least, perhaps consider the future of our profession in a changed world will outline our current practice, revealing previously obscured assumptions about how we live today, offering new ways to interact with customers that we see today tomorrow, together.

Child Psychiatry

Introduction Child Psychiatry: Psychiatric disorders in children present are different from those of adults, since they arise in complex and intimate family relationships, and are influenced by the stage of child development. Children also present particular challenges for evaluation and treatment.
Psychiatric disorders present in childhood or adolescence are listed in Table

1. Pervasive developmental disorders hyperkinetic disorders specific development of neurological disorders emotional behavior of the psychiatric aspects of the elimination of child maltreatment Table 1 Classification of psychiatric disorders of childhood and early adolescence the development of some characteristics of normal normal development the child is presented in Table

2. It is essential to take into account the stage of development of the stage of the child for a psychiatric evaluation, which is accepted as normal in one stage to another will be abnormal. Early childhood experiences play an important role in determining what type of people we are as adults.
The role of parents is crucial in this. The child with the parents (or parent) who are loving and tolerant, however, able to establish and implement clear and reasonable limits likely to develop high self-esteem and a secure attachment to parents who provide a secure attachment model of others in later life. The theory of “attachment” was first described by John Bowlby in the 1950s. It stems from his study of young children separated from their mothers in the hospital. attachment behavior begins about 7 months and is clinging and unwillingness to separate from the primary caregiver, usually the mother. Serves to strengthen the bond between mother and son and has a role in the evolution of the protection of children against predators. A child is secured in position to use the mother as a secure base from which to explore the outside world can begin, and will also be able to react well to short-term separations. If the attachment is poor because the father does not meet the needs of children for care or detention, or is inconsistent, the child will be challenged to explore and separation.

This pattern of insecure attachment may persist throughout life, affecting adult relationships. Assessment of Children How psychiatric history is taken and that the child is considered dependent on age, confidence and language skills of children. Much of the story comes from parents and children who are willing to leave their parents can be seen alone. It is generally preferable to see only adolescents and their parents before establishing a relationship of trust with them. The interview should take place in a relaxed and friendly, with toys and drawing materials provided for children under 10 years. The history should include the following: Submission of complaints reported by the parent and child. It is important to take the child to ask about the complaint in a smooth, after winning their trust and talking about neutral topics. the recent behavior or emotional difficulties, including general health, mood, sleep, appetite, elimination, relationships, antisocial behavior, life and fantasy games and behavior at school. Personal history, pregnancy, birth, milestones (motor, speech, feeding, sphincter control, social behavior), medical history, separation of parents, schools attended and progress on them.

Family structure and function of construction of a genogram is often helpful. The relationships between family members should be asked about, and interactions observed during the interview. roads temperature features such as activity level, regularity of the functions (sleep, intestines, eating), the ability to adapt to new circumstances, the willingness to approach people or new situations, the quality and intensity mood, quality of relationships within and outside the family, care and persistence can be seen from a very early age. A mental status examination of the child must be completed, although often based on behavior and watch them play. The following should be considered: the future looks for any abnormalities, bruises, cuts or scratches and the appropriateness of dress. performance level of activity, interactions with parents, motor function, attention and task persistence. Tell articulation, vocabulary and language use. resentful mood happy, happy, sad, depressed, anxious, hostile. Thoughts and speech content of the fantasy life, for example by asking the three magical wishes. The evaluation should be supplemented by physical examination and talking with informants involved with the child or the family as the family doctor, teacher, school psychologist, or social services. An investigation may be made, intelligence tests and tests more frequently in the university, such as standardized tests of reading. Pervasive developmental disorder (autism) Autism is a serious disorder that begins early and out the third anniversary. It is characterized by a lack of social relationships, language development and poor resistance to change and restricted and repetitive behaviors and interests. These children do not take into account or respond to the emotions of others or of social cues. They do not adapt their behavior appropriately to new environments, and are very limited in their game, they rarely participate in “pretend play. In general, soft toys to choose not unusual and can bind to a particular object and refuse to separated from it. Some have very limited language skills, and abilities that are present are not used in social conversation with others.
Three-quarters have a serious mental disability. Autism has a prevalence of 4 to 10,000 and is three times more common in boys than in girls. It is associated with brain damage, in some cases, genetic factors appear to play an important role in the etiology. There is no specific treatment available. Families need a lot of support issues and advice and behaviors can be managed with behavioral therapy. The result is generally low, with only 15% never get an independent operation. 0-1 rapid development of motor totally dependent – on foot through a year of seven months attachment behavior for about 1-2 years begins to dry daily tantrums and separation anxiety 2-5 years to develop complex language skills departure identification of sexual identity with parents at the beginning of the formation of the consciences of living life Fantasy is considered the center of his world of 5-10 years of identity as a girl or boy able to separate and the mother’s personality attributes acquired by the end of this period of adolescence persist into adulthood puberty – 11 to 13 years in girls and 13-17 for males ADJUSTMENT personal identity of the autonomy of parents to learn to work and develop the skills necessary to become self-supporting peer relationships is very important group development Table 2 Normal small specific developmental disorders of these disorders, specific skills such as reading, spelling, knowledge of arithmetic and language interrupted.
The problems are present from early childhood. To make a diagnosis of pervasive developmental disorder Specific, acquired brain injury or disease must be excluded and that the child must have a reasonable opportunity to acquire these skills at home or at school. The causes of specific developmental disorders are not known with certainty but is believed to come of abnormal cognitive processes. All of them are much more common in boys than in girls. specific reading disorder is particularly common with a prevalence of 5-10%. The most common problems include reading distortions or additions of words or parts of words, slow reading rate and the loss of space in the project. Although the specific reading disorder is not due to insufficient enrollment, absenteeism is a common consequence of difficulties in school. disorders of conduct and specific disorders reading often co-exist. hyperkinetic disorder in the United States this is called deficit hyperactivity disorder (ADHD). The main features of the disease are hyperactivity, restlessness, attention, distractibility and impulsive behavior. These children are often clumsy , accident prone and have trouble with their parents and teachers, because they act without thinking. Other children are often avoided and may become socially isolated. The symptoms usually occur at an early age but is more frequently diagnosed in June -9 years in which there is a prevalence of about 8%. It is three times more common in boys than in girls. Several causes have been proposed, with genetic factors and parental allergies.

This is one of very few children psychiatric disorders treated with medications. stimulates amphetamines are used, such as methylphenidate, which has the paradoxical effect of reducing levels of activity and improvement of care. This translates into improvements in academic performance and development of friendship. “behavioral therapy, using a system of rewards for good behavior, it is also useful for these children. hyperactivity disorder tends to improve with age, the fourth only to the persistent problems in adolescence. Around half of them still have some features of the disorder in adulthood, which is often expressed as a behavior conduct. Conduct of the main features of the disorder conduct disorder are persistent antisocial behavior such as anti-bullying , severe temper tantrums, property damage from fire, theft, truancy, and persistent disobedience and rebellion. The child’s age must be taken into account, and the malice standard should not be regarded as a sign of conduct disorder. A third cases have a specific reading disorder, and there is considerable overlap with hyperactivity. The behavior problems are common, present in at least 4% of children with a peak between 12-16 years of age, and are three times more common in boys than in girls. There are two types of behavior disorders: behavior socialized. These children are able to make friends who usually work also behave antisocial. The bad behavior is usually more evident outside the home. Relations with adults can be good, but often there are difficulties with authority figures.
Unsocialised conduct disorder. These children have no friends, either because they were rejected by their peers, either because they deliberately choose to be isolated. Antisocial behavior occurs only. A certain degree of emotional disorder is often also present in these children. The causes of behavior disorders are a complex interaction between the biological structure of the child, family influences and environmental factors such as summersied Figure 1. The style of parenting is considered important. conduct disorders are likely to develop if parents do not set clear limits, control and manage development ineffective or inconsistent discipline. Improved parenting skills is likely to improve performance, including if other etiological factors are present. Other treatment approaches include family therapy, behavioral therapy, remedial courses and other activities to provide peer groups. The results are better for the group socialized. Two-thirds of the students unsocialised persistent conduct behavior in adulthood. The children’s emotional mood disorders are characterized by anxiety and depression. They are present in 2-3% of children and in particular for children are the most common psychiatric disorders in girls. generally have a good prognosis. separation anxiety disorder, it is normal for toddlers and preschoolers to feel some anxiety about actual or threatened separation from their parents. In anxiety disorder Separation anxiety is particularly severe or occurs in older children, and causes some problems in social functioning, as preventing children from attending school. Symptoms include persistent concerns about the separation of the attachment figure (usually the mother) and great distress if compelled to do so. Some refuse to go to sleep without his mother and nightmares about separation. parental overprotection is often present and other causes include child temperament and stressful events, especially those involving separation, such as family breakdown, loss or anxiety disorders of childhood diseases specific animal phobias, black or foreigners are normal in young children and rarely require treatment. GAD can occur and that the frequency of somatic symptoms charactersied, abdominal pain in particular. Family influences martial discord parents absent fathers violence, alcoholism, personality disorder of the brain conduct genetic parents of poor children, low IQ of temperament factors affecting the environment school care group social influences peer disciplinary code Figure 1 Performance of withdrawal symptoms, conduct disorder etiology of depressive illness with depressive illness are very similar in children than in adults – low-power mode, anhedonia, sleep and appetite changed and depressive thoughts . Fleeting suicidal thoughts are fairly common, but the suicide is rare. Moderate and severe depressive illness are rare in prepubertal children, with a steady increase in the impact on adolescents. The causes of depression and its treatment are similar to adults, although young children seem to be less sensitive to antidepressants than adults, the methods of psychological treatment that is preferred. school refusal the refusal of the child refuses to go to school because of specific concerns about school, the journey of the same or separation anxiety. This represents approximately 1% of all absences from school, and is much less frequent truancy in which the child hides his absence from school and their parents . The characteristics of children with school refusal are compared with those steers used in Table 1. Denial of the school must be addressed by returning the child to school as soon as possible that avoidance is likely to increase anxiety . a reintroduction of the quality necessary, with the support of the child and parents. Child abuse Child abuse can take the form of neglect, psychological abuse, physical or sexual abuse. It plays a role in the development of disorders psychiatric children may continue into adulthood. It is essential that all professionals who come into contact with children are aware of the possibility of abuse play a role in the problems posed by a child and his family. Table 3 Comparison characteristics of children with absences and truancy, school refusal the refusal of Absence Absence school known parents of the parents of the school day is hidden home alone or with parents may be days away from home with their pairs with the highest incidence at 11 years Increased fear of school age or separation anxiety disorders emotional n all social groups have increased in lower social classes No increase in discord parents dysfunctional marriage incidence parental overprotection severe parental abuse is difficult to measure than the majority of cases go unreported, and a definition of what constitutes abuse varies. The official figures of reported cases of abuse have increased in recent years, although this may be due to increased reporting rather than a real increase in abuse. A British study found that 12% of women and 8% of men have some form of sexual abuse before the age of 16 years. There are many factors that contribute to abuse of children. Some children are more vulnerable than others, such as those that are not desirable, an early separation from the mother, either mentally or physically disabled or have temperamental characteristics that make them difficult to handle. Some parents are more likely to be violent, especially those who were abused as children, living in poor socioeconomic conditions and have a realistic style of disciplining their children. The most common form of sexual abuse is father-daughter incest. Child sexual abuse may have a sudden change in behavior social or academic performance or behavioral problems. Some play games early and repeated sexual intercourse. It is important to give these children an opportunity to reveal their abuse, but great care must be taken to not increase their trauma. The social services must be informed any disclosure of sexual abuse by a child and start a day care procedure. The emotional effects of child sexual abuse can be addressed in individual psychotherapy with the child. Teens and adults can also be offered group therapy, which has the advantage of reducing feelings of isolation and help develop confidence and self esteem. One third of sexually abused children have no negative long-term, others are prone to depression, low self-esteem, sexual problems and tend to re- victimization in adulthood. Elimination Disorders enuresis enuresis is the involuntary emptying of the bladder occur after the age of five years in the absence of an organic cause. Bedwetting (nocturnal enuresis) is common, occurring in 10% more than 5 years, 5% of persons 10 years and 1% of 15 year olds. diurnal enuresis is less common. Enuresis is considered a principal, if there was a prior period of bladder control, and secondary if it follows a period of abstinence. It is twice as common in boys than in girls, and most cases are probably due to delayed neurological maturation that simply is corrected over time. There is often a positive family history same problem. The secondary enuresis may occur as a feature of regressive behavior in times of stress. To exclude the directors is composed of a physical cause, especially urinary tract infections, to reassure parents and encourage them to solve the problem calmly and tranquility. Implement a simple behavioral program as a graph or a wheel and the hood can be used. Encopresis Encopresis is inappropriate defecation, despite routine monitoring of the intestine. Most children are continent of faeces at the age of 3 years. At 8 years, 2% of males and 1% of girls suffer from encopresis. This may be due to inadequate toilet training or have a psychological cause of behavior that represents the child’s feelings of anger or regression to a time of stress. Constipation with overflow incontinence is the main differential diagnosis to exclude. Adolescents Adolescent social and emotional problems difficult to treat. For example, there are often disputes over the degree of independence they want and are allowed to have their parents. The peer group is very important and influential, and can provide valuable support to people to try new things away from family. You can also generate great concern by the group’s refusal , and may encourage criminal behavior. The development of sex is another potential source of confusion, anxiety and conflict. The evolution profile of psychiatric disorders such as children become teenagers. There is a marked increase in depressive disorders, especially among girls, and schizophrenia is much more common in late adolescence. Problems with alcohol and drug abuse and eating disorders tend to occur at this time. developmental disorders in general have been resolved.

Psychotherapy

An Evidence-based Treatment for Disorders of Attachment; the Empirical Support

Dyadic Development Psychotherapy (DDP) is an objective and effective treatment of children suffering from trauma and attachment disorders [1]. It is a treatment based on the evidence means that empirical research has been published by scientific journals. Craven and Lee (2006) found that DDP is a process supported and acceptable (category 3 on a system with six levels). However, the review only included the results of a partial presentation of a preliminary study of continuous monitoring, which was later completed and published in 2006.

The first study compared the development of dyadic psychotherapy with other forms of treatment, “usual care”, one year after completion of treatment. It is important to note that over 80% of children in the study had more than three previous episodes of treatment, but there is no improvement in their symptoms and behaviors. episodic treatment: a course of therapy with other mental health providers and other clinics, consisting of at least five sessions. A second study extended these results to four years after the end of treatment. On the basis of classifications Craven & Lee (Saunders et al. 2004), the inclusion of these studies have led to Dyadic Development Psychotherapy be classified as Category 2 based on the evidence, “the support and effective probably. There were two related studies the comparison of the results of empirical treatment of dyadic developmental psychotherapy with a control group. This is the basis for the rating category two.

The criteria are: * 1. The treatment has a sound theoretical basis in generally accepted psychological principles. Dyadic Development Psychotherapy is based on attachment theory (see the texts listed below * 2. An important clinical, anecdotal literature indicating the efficacy of at-risk children and foster children. View list of references. * 3. Treatment is generally accepted in clinical practice for children at risk and foster children. As demonstrated by the large number of professional development and stated dyadic psychotherapy was that many national and international conferences over the last ten or fifteen years. * 4. No clinical or empirical basis and theoretical indicating – that the treatment constitutes a substantial risk of harm to those receiving them, compared with its potential benefits. * 5. The treatment has a manual that clearly specifies the components and features of the administration of treatment that allows the application. The binding capacity building, the construction union, and the documents annexed family-focused Therapy is one kind of material. * 6. At least two studies that used some form of control without randomization (eg waiting list, the untreated group, the placebo group) have established the efficacy of treatment during the passage of time, efficiency relative to placebo, or found to be comparable or superior to already established treatment. See ref. list * 7. If multiple treatment outcome studies have been carried out, the total weight of the evidence and the effectiveness of treatment.

These studies support several of O’Connor & Zeanah [2] Conclusions and recommendations for treatment. They argue (p. 241), “The treatments for children with attachment disorders should be promoted if they are based on evidence.” Dyadic Development Psychotherapy, as with any specialized treatment, must be provided by a competent, well trained, licensed professional. Dyadic Development Psychotherapy is a treatment based on the family [3]. Dyadic Development Psychotherapy is the name of an approach and a set of principles that have proved effective in helping children with trauma and attachment disorder cure, is to develop healthy relationships of trust and reliable caregivers. The treatment is based on five basic principles. At the heart of this disorder is trauma caused by significant and substantial experiences of neglect, abuse, or prolonged and unresolved pain in the first years of life. Such experiences disrupt the normal connection to the child’s ability to form healthy and secure attachment with a caregiver distorted or not. The child has no sense of trust, security and safety. The child develops a negative working model of the world where: Ø Adults are experienced as inconsistent or hurtful. Ø The world is seen as chaotic. Ø The child feels no real influence in the world. Ø The child tries to rely only on itself. Ø child feels an overwhelming sense of shame, the child feels bad, bad, unlovable, and evil. Reactive attachment disorder is a severe developmental caused by a history of chronic abuse during the first two years of life. Reactive Attachment Disorder is often misdiagnosed by mental health professionals who lack training and experience to assess and treat these children and adults. Often, children in the system of protection of children have a variety of early diagnosis.

The behaviors and symptoms that are the basis of these earlier diagnoses is best conceptualized as the result of excessive attachment. Oppositional defiant disorder behaviors are included in the reactive attachment disorder. Posttraumatic stress disorder symptoms are the result of a significant history of violence and neglect, and the other dimension of this disorder. About 2% of the population is adopted, and between 50% and 80% of these children have attachment disorder symptoms [5]. Many of these children were violent [6] and [aggressive 7] and adults are at risk for a variety of psychological problems [8] and personality disorders such as antisocial personality disorder [9], impaired narcissistic personality, borderline personality disorder and psychopathic personality disorder [10]. abandoned children are at risk of withdrawal, social rejection, feelings of incompetence and widespread [11]. Children who have a history of abuse and neglect are a significant risk of developing PTSD in adulthood [12]. Children who have been victims of sexual abuse is a significant risk of developing anxiety disorders (2. 0 times the average), major depressive disorders (3. Average 4 times) alcohol abuse (2. Average of 5 times) drug abuse, (3 8. the average), and antisocial behavior (4. average 3 times) [13] (MacMillan, 2001). Effective treatment of these children is a public health problem (Walker, Goodwin, and Warren, 1992). Without treatment, children who were abused and neglected and have an attachment disorder become adults with the ability to develop and maintain healthy relationships is deeply damaged. Without the permanent foster appropriate and effective treatment, the disease worse. Many children with attachment disorder develop the disorder or antisocial personality disorder of personality in adulthood [14]. In the first director. Treatment should be the experience. Since the roots of this disorder is pre-verbal, treatment must create experiences that are healing. Experiences words, there are an “active” in the healing process. For example, an eight year old boy who had Reactive Attachment Disorder, bipolar disorder, and a variety of sensory disturbances in the integration has been written about his treatment and therapy last attachment in this way (More details This story can be found in the book Building Capacity for Attachment, edited by Arthur Becker-Weidman and Deborah Shell): My first treatment was with Dr. Steve. Therapy was fun! We ate lots of sandwiches. I had a bottle. We played a lot of games interesting as struggle thumb rides on the pillow, foot giant, Superman rides, guess the goodies, eye blinking contests, gifts, hide and seek. I followed the rules and play games like Dr. Steve said. Dr. Steve taught me to play and have fun with my mother. But I still did not know how to love. I still get angry and try to hurt Mom and things break. Inside, I kept thinking it was a bad boy. I was still afraid Mom and Dad get rid of me. I had a lot of tantrums at home. Sometimes, I’d still be out of control and things break down and try to hurt Mom. Was getting worse when I’m mad. Commands taught by Dr. Art MeI learned about my feeling well. Sometimes things like crazy too many feelings, fear and sadness in me feels good. Then, the well will overflow and I could explode with behaviors. But I can not allow to express my feelings. Then the property can not exceed, because I left some feelings. I also made pictures of my heart.

I was born with a heart of Nice, but then when I went to the orphanage that the cracks in my heart. My heart broke because I could not look after me. I was a baby and I needed someone to hold me and make me vibrate. But they could not because there were too many babies. Then I put 16 bricks around my heart. I was protecting my heart so do not get worse. But the bricks kept the love too. I let love in. Mom had a bunch of crazy in my heart. My work in therapy got rid of all the bricks. Then Mom’s love in. Love makes the cracks heal. Now I have a bright red heart, no cracks. I liked Dr. Art and I am proud that I am strong. He did not need therapy. I still love mom left my heart !!!!!! Sometimes I send an email to Dr. Art. I told him how I do. I started missing Dr. Art and told Mom. Mom was confused and thought I wanted more therapy. I told Mom “I do not need therapy. I just want to eat lunch with Dr. Art.” So I sent an e-mail Dr. Greg to let him know I wanted to lunch with him. Then one day, we had lunch together. Sometimes, it is still difficult. I’m still crazy and sometimes do not express my feelings well. Sometimes when Mom helps me? I can express my feelings and say, “I do not want to take my toys. It gives me courage that I owe you? But I will.” When I say it feels more crazy. It helps me to listen to mom. But sometimes when I’m angry, pouting and stomping my feet and run to my room if I forgot to express my feelings. But now I let my mother helps me so I can talk about my feelings and do what it says It was a very long time since he tried to hurt Mom or break things when I’m mad. I feel good about love now. I know my mom and my dad loves me. I know that I love you mom and dad. I do not think I’m a bad guy more. Effective therapy uses experiences to help a child experience safety, safety, acceptance, empathy and emotional harmony in the family. A number of techniques and methods are used as psychodrama, interventions in harmony with Theraplay, and other exercises. The latter. Treatment must be family oriented. Therapy helps children cope with trauma in the underlying support, a safe, secure environment “standard” and the doses administered to the parents have to offer and can come in the cure of the child. It is the ability of parents to create a safe and welcoming home that offers a healing environment. Being able to empathize with the child, accept the child, the child love, curiosity about the child, and be fun, are all part of the attitude [15] healthy. Parents are actively involved in treatment. THREE MAJOR. The trauma must be directly addressed. Therapy helps healing by providing security and protection for the child can relive the painful and shameful emotions surrounding the trauma of the child. Review of trauma is essential if the child is beginning to review the personal accounts of children and worldview. It is reviewing the distribution of trauma and anger and shame of a guarantee, an empathetic person that the child can integrate the trauma into a coherent self. FOURTH PRINCIPAL. A global security environment and security must be created. traumatized children are often hyper-vigilant, insecure and deeply suspicious. A consistent environment is safe and secure is essential to create the necessary experience for the child to heal. This medium must be present in the home and in therapy. Good communication and coordination between home, school, and therapy is another important component of effective treatment. “Compression wraps,” stimulation invasive and expensive, designed to evoke anger, “re-birth” and other provocative techniques are not part of the development of dyadic psychotherapy. These intrusives and interventional techniques are not therapy, not therapeutic, and have no place in a renowned treatment program. Fifth principal. Therapy is consensual and not coercive. In our center, we have very clear that physical coercion is not a cure and is not used in the treatment of otherwise. Treatment is provided in a manner consisted with the Association for the Treatment and Education of Children White Paper on coercion in treatment. DETAILED DESCRIPTION OF TREATMENT Dyadic Development Psychotherapy is a treatment developed by Daniel Hughes, Ph.D., (Hughes 2008, Hughes 2006, Hughes, 2003). Its basic principles are described by Hughes and summarized as follows: The emphasis on caregivers and therapists own attachment strategies. Previous research (Dozier, 2001, Tyrell 1999) has highlighted the importance of carers and therapists in the state of mind for the success of interventions. The therapist and physician are in harmony with the subjective experience of the child and take into account the child’s return. In the process of maintaining a connection with inter-works with the child, the therapist and caregiver help the child regulate affect and construct a coherent autobiographical narrative. Sharing of subjective experiences. The use of PACE and place are essential for healing. Speak directly with misattunements inevitable conflicts that arise in interpersonal relationships. Caregivers use attachment facilitating interventions. Using a variety of interventions, including cognitive-behavioral strategies. Dyadic Development Psychotherapy interventions are derived from various theoretical and empirical lines. Attachment theory (Bowlby, 1980 Bowlby, 1988) is the theoretical basis for the development of dyadic psychotherapy. Early trauma disrupts the normal development of its connection by creating distorted internal working models of self, others, and caregivers. This is one reason for treatment, and the need for sensitive care. As O’Connor & Zeanah (2003, p. 235) stated: “A most curious case is that of a nursing adoptive / that is” adequate “sensitive, but the child’s behavior has an attachment disorder, there seems little likely to improve the responsiveness sensitive parents (father and sensitive) would yield positive changes in parent-child relationship. “processing is necessary to respond directly to rigid and dysfunctional patterns internalized working with traumatized children, attachment disorders have been developed. Current thinking and research on the neurobiology of interpersonal behavior (Siegel, 1999, Siegel 2000, Siegel, 2002, Schore, 2001) is another part of the basis on which development dyadic psychotherapy. The first approach is to create a secure base in treatment (using techniques that are consistent with the continued acceptance of recovery PACE (Playful, Curious, and Empathic) and at home to provide the structure governing safety and health (Playful, Amoroso, PLACE acceptance, curious and empathetic). Develop and maintain a relationship with the listener in which communication occurs contingent of collaboration allows the child to heal. coercive intervention such as the stimulation of coastline, the security system requires the child in anger or to provoke an emotional reaction to the shame of a child, using fear to gain compliance, and interventions based on power / control and submission, etc, never used and are incompatible with treatment of its roots in attachment theory and current knowledge about the neurobiology of interpersonal behavior. The typical structure of the meeting is threefold. First, the therapist meets with the nursing staff in an office while the child sits in the treatment room. During this part of treatment, the caregiver is instructed in methods of attachment parenting (Becker-Weidman and Shell (2005) Hughes, 2006). own problems of caregivers that may create difficulties in developing an emotional bond with their children may also be explored and resolved. effective methods for parents of children with trauma-attachment disorders require a high degree of structure and consistency, with an emotional environment that shows fun, love, acceptance, curiosity and empathy (place). During this part of treatment, doctors are supported and receive the same level of responsiveness to the attention that you want the child to experience. Often, caregivers feel blamed, devalued, incompetent, exhausted and angry. parental support is an important dimension of treatment to help doctors be better able to maintain phase relationship with the connection to their children. Second, the therapist meets with the child carers in the treatment room. This usually takes from 1:00 to 1:30. Third, the therapist meets with the caregivers without the child. In general, treatment with the child uses three categories of interventions: a restructuring emotional, cognitive and psychodramatic reconstructions. Treatment with the nursing staff uses two types of interventions: parenting in the first place, and effective teaching methods to help caregivers avoid power struggles and, secondly, maintenance of the place or attitude. The treatment of non-verbal child is important because much of the trauma has occurred in a pre-verbal and is often inseparable from explicit memory. Consequently, the trauma caused by child abuse and create barriers to successful participation and treatment of these children. treatment interventions have been designed to create experiences of safety and emotional connection to the child is emotionally involved and can discuss and resolve past trauma. This emotional bond is the same process used for non-verbal communication between caregiver and child to establish to facilitate interactions (Hughes, 2003, Siegel, 2001). The therapist and caregivers results in the initiation of the child co-regulation so influential that it is manageable. cognitive restructuring interventions are designed to help school children develop mental representations of traumatic events that allow children to integrate these events and to develop a coherent autobiographical narrative. The treatment consists of multiple repetitions of the cycle of addiction caregiver rights. The cycle begins with the sharing of emotional experiences, is followed by a break in the relationship (separation or fracture), and ends with a reattunement affective states. Nonverbal communication, which involves eye contact, tone of voice, touch and movement are essential to create an emotional bond. The treatment plan often adhered to a structure with various dimensions. Is illustrated in Figure 1. First, the behavior is identified and explored. The conduct occurred or in the immediate interaction that took place sometime in the past. The use of curiosity and acceptance the behavior is studied. Second, using curiosity and acceptance the behavior is to explore and begin to feel the baby to emerge. Third, empathy is used to reduce the feeling of shame and child to reinforce the feeling that the child is accepted and understood. Fourth, the child’s behavior is normal. In other words, once the meaning of behavior and its basis of past trauma is identified, it is understandable that the symptom is present. An example of this interaction is as follows: Wow, I see you’re so angry when his mother asked him to pick up his toys. You thought it was average and did not want to have fun and like you. You thought I was going to take everything and leave you like your mom first, like when your mother first took his toys and left alone in the apartment now. Oh, I can really understand now how difficult it must be for you when Mom said to clean. I really felt angry and scared. It must be hard for you. Fifth, the child communicates this understanding to the caregiver. Sixth and finally, a new meaning for the behavior and actions that the child is integrated into a coherent narrative autobiographical experience and provide new meaning to the caregiver. past traumas are analyzed by the reading of documents and through recreations psychodramatic. Interventions that occur within a relationship of trust to listen, allow the child to integrate the traumas of the past and understand the past and present experiences that create the feelings and thoughts associated with child behavior disorders. The child develops secondary representations of these events, feelings and thoughts that result in greater impact on the regulation and a more integrated autobiographical narrative. As described by Hughes (2006, 2003), the therapy is an asset, affects the experience modulated implies acceptance, curiosity, empathy, and play. Co-regulation in children’s emerging affective states and the development of secondary representations of thoughts and feelings, the child’s capacity to engage emotionally in a relationship of trust is strengthened. Doctors take these same principles. If doctors find it difficult to participate with their children in this way, treatment is indicated for the caregiver. Children who have experienced chronic abuse and injuries are complex significant risk for a variety of other behavioral, neuropsychological, cognitive, emotional, interpersonal, and psychobiological (Cook, A., et al. Coll. 2005, van der Kolk, B., 2005). Children and adolescents with complex trauma requires a treatment approach that focuses on various aspects of disability (Cook, y., 2005). abuse and complex disorders resulting from trauma resulted in a variety of ranges, including the following: Ø Self-regulation Ø Interpersonal including the ability to secure confidence and comfort Ø Annex Ø biology, leading to somatization Diameter affect regulation * Increase the use of defense mechanisms such as dissociation Ø control of behavior Ø cognitive functions, including regulation of attention, interest and other executive functions. Ø The concept of self. Dyadic Development Psychotherapy addresses these areas of deficiency. Dyadic Development Psychotherapy share many important elements optimal social intervention and good clinical practice. For example, attention to client’s dignity, respect for the customer experience, and where the customer is, are all secular principles of clinical practice and all are also central elements Dyadic developmental psychotherapy In summary, therapy for traumatized children who have disorders of attachment should experience, consensus, and provide an environment of security, acceptance, safety, empathy, and play. [1] Becker-Weidman, A. (2006) “The treatment of traumatized children, Attachment Disorders: Dyadic Development Psychotherapy,” Child and Adolescent Social Work Journal. Vol 23. No. 2, April 2006, 147-171. Becker-Weidman, A. (2006). “Dyadic Development Psychotherapy track several years,” in the new developments in the investigation of child abuse, Stanley M. Sturt, Ph.D. (Ed.) Nova Science Publishers, New York, pp. 43-61. Becker-Weidman A. (2007) “Treatment for children to Reactive Attachment Disorder: Dyadic Development Psychotherapy,” http://www. center4familydevelop. com / search. pdf Becker-Weidman, A., & Hughes, D. (2008) “Dyadic Development Psychotherapy: An evidence-based treatment for children with complex trauma and attachment disorders, children and adolescents Social Work, 13, 329 pp. -337. Craven, P. And Lee, R. (2006) Therapeutic interventions for foster children: a systematic research synthesis. Research on Social Work Practice, 16, 287-304. [2] O’Connor, T., & Zeanah, C. (2003) Attachment Disorders: Strategies for assessment and treatment. Attachment and Human Development, 5, 223-245. [3] Hughes, D. (2008) focused on attachment of Family Therapy. NY: Norton. [4] Lyons-Ruth, K., & Jacobvitz, D. Attachment disorganization: Unresolved loss, relational violence and gaps in the strategies of behavior and attention. In Cassidy, J. And Shaver, P. (Ed.) 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