INHOUD VAN DE MODULE
''I am a bad child" | Inge Heunen MSc & Rita van den Elzen MSc
Learning to regulate emotions is one of the most important developmental tasks of children and adolescents. Aggressive behaviour (ranging from explosive to instrumental) peaks in the human lifespan around the age of 27 months. While acquiring language and regulative skills, children learn more constructive ways to cope with uneasy feelings. In our orthopsychiatric clinic we meet a variety of disrupted families who did not manage to achieve this ‘normalising’ path; on the contrary.
In this masterclass we like to explore with the participants the multifarious and miraculous world of disruptive children; full of pitfalls, paradoxes and circular patterns of dysfunctional interactions. We will share our experiences in specific cases, and present a circular pathogenetic model. Together we will explore how relevant factors, and dynamics, for example danger, inability, or destructive reinforcement, can seriously block developmental pathways yet eventually can also and offer language to open ways to recovery.
Mild to Bordeline Intelligence Disturbance (MBID) | Dr. Annematt Collot d'Escury-Koenigs
People with Mild Intellectual Disability (MBID) are overly involved in the forensic domain. Nonetheless, they often go unnoticed. Underdiagnoses of MBID most often results in miscommunication, less adherence and sanctions that are too complicated, which in turn often results in incremented sentences, anger and increase of resistance. Underdiagnoses is not surprising as MBID is hard to spot; MBID is invisible, capricious in performance and varies over context. Youngsters with MBID often mask their disabilities, making recognition even more complicated, particularly in a forensic context. They show antisocial behaviour and hide their lack of understanding, pretending to be uninterested or even unwilling: “rather antisocial then dumb”.
In this workshop we focus on recognition and understanding. To do so we designed films with MID and non-MID youngsters (N=12, ages from 16 to 19). In the films youngsters (inter)act with a professional actor, presenting typical theme’s youngsters experience (e.g. a conflict with a guard who forbids you to smoke or park your scooter). Together we discuss whether and why we consider a youngster MBID or not. In discussion with your colleagues you have to substantiate your choices and reconsider MID indications and/or contra-indications. Discussion increased the insight that characteristics do not exist without context and that they should be valued within the context. “You have to look for a pattern; a characteristic by itself might seem representative, but in another context it might not”. For example, being slow is often considered typical for MID. However, a youngster might be slow because he is pondering and weighing the situation, considering different perspectives and thereby taking his time, which is not typical for MID. Professionals argued this increased their ability to recognize MBID characteristics and their ability to understand the impact of these characteristics, which in turn changed their behaviour and treatment of (MBID)juveniles.