Aspergers is a developmental disorder that affects a child’s ability to socialize and communicate effectively with others. It is considered as part of the Autism Spectrum Syndrome. This disorder affects people of all races, ethnicities, household incomes, lifestyles and levels of education. However, the disorder is three to four times more prevalent in boys than girls. Additionally, current figures show that parents with one autistic child have a 5%-10% chance of having another child with autism. Autism affects an estimated 1 in 150 births. This means that as many as 1.5 million Americans today are believed to have some form of autism. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at an annual rate of 10% - 17%. The Autism Society of America estimates that there could be four million Americans with the disorder in the next decade.

No one knows what causes autism. However, it is generally accepted that it is caused by abnormalities in brain structure or function. Brain scans typically show differences in the shape and structure of the brain in autistic versus non-autistic children. A variety of factors are currently being investigated such as infectious, metabolic, genetic and environmental factors, such as vaccinations.

Children with Aspergers typically exhibit social awkwardness and an all-absorbing interest in specific topics. Signs and symptoms of Aspergers include displaying unusual nonverbal communication, such as lack of eye contact, few facial expressions, or awkward body postures and gestures. People with Aspergers will often show an intense obsession with one or two specific, narrow subjects, such as baseball statistics, train schedules, weather or snakes. They will appear not to understand, empathize with, or be sensitive to others’ feelings and will have a hard time “reading” other people or understanding humor. When they speak it is often in a voice that is monotonous, rigid or unusually fast. They will sometimes appear to move clumsily, with poor coordination and display an odd posture or a rigid gait

Children with Aspergers frequently display challenging behaviors as a response to a world which they cannot deal with effectively. Any attempt to discontinue the behaviors must first consider why the behavior is occurring. The best way to establish why the individual with Aspergers is displaying challenging behaviors is to complete an A-B-C analysis. This includes an analysis of the Antecedent, Behavior, and the Consequence. The antecedent is what happens before the behavior. The behavior is their response to the antecedent. The consequence, and this is the tricky one, is whatever immediately follows the behavior. Often the child with Aspergers will have limited ability to verbalize their needs; you can help them with this once you have identified the cause of the behavior. Remember it will be something that happens either before or after the behavior occurs. Once you have established the reason for the behavior, the child with Aspergers will need a consistent behavior program or method of intervention. Children with Aspergers crave consistency and routine and need to know what is coming, or you will simply create more challenging behaviors.

For children with Aspergers, the behavioral intervention should include consideration of environmental changes that may need to be made. This may include removing items that may be over-stimulating or providing things that they appear to need. For the child with Aspergers, the behavioral intervention should also plan to provide the individual with a replacement behavior. Remember, if you eliminate the behavior without meeting the need, they will find their own replacement behavior! Autism and Aspergers are difficult to diagnose especially in young children where language and cognitive skills are still developing. All children are different, and many toddlers show a sign or symptom of Aspergers at some point.

If your child has frequent problems in school or seems unable to make friends, it’s time to consult your pediatrician. These difficulties have many possible causes, but developmental disorders such as Aspergers shouldn’t be ruled out. If your child is failing academically or is the cause of conflict, contention and has need of a structured academia and behavioral setting that understands these children, is nurturing and seeks to help them accept responsibility, socially engage in an effective manner and is in need of learning social skill sets, then perhaps Journey’s Quest can help you.

When it comes to teen substance abuse, it is difficult to stay ahead of the popularity of any new drug. There seems to be no definite reason to either the increase, or decrease, in drug use among teens. Though certain trends have been discovered over the years, the cause of drug use or abuse may not be easily defined without intense therapy.  
 
The primary factors that seem to affect increased or decreased drug use among teens are perceived risk, perceived social approval, and perceived availability. The more risky or less accepted a drug is thought to be, the less likely it will be used by teens. Perceived availability is often associated with overall social approval, and so, a drug that’s readily available is considered socially acceptable and will likely increase in use. While these seem like common sense factors, how these perceptions are created is harder to understand. 

There are differences between drug experimentation, use, abuse, dependency and addiction. Understanding the degree of drug ingestion by an adolescent is essential in the intervention process.

In the mind of a young person, the “risk” of using drugs has many dimensions. Not only do teens consider physical risk, but also emotional (acting inappropriately, or getting depressed), social/relational, and aspirational. Physical risks include addiction, while social risks include disappointing friends or family, and loosing friends. Aspirational risks include loosing a job, or getting in trouble with the law. All of these perceived risks - physical, emotional, social, and aspirational - are different with each drug, and contributing factors include things like anti-drug campaigns and parental involvement, including discussions about the risks of drug use. 
 
The challenge faced in curtailing teen drug use is that the perceived “benefits” of using a certain drug are known sooner and spread faster than perceived risks. The “benefits” of a drug (the euphoric high, the energy, the “numbness”) are immediately evident, and electronic forms of communication like blogs, chats, and text messages allow these “positive” experiences to be broadcast and spread quickly. Consequently, new drugs experience sharp use increases for months or even years. Meanwhile, gathering information about the drug’s risks takes time, but when specific evidence is gathered and aggressively distributed either via the media or friends and family, the results are dramatic. 
 
It’s is important to note that parental involvement plays a vital role in drug use. The strongest declines in drug use occurred during years when more parents and guardians were talking to their kids about the risks of drug use, and the kids were exposed to anti-drug messages in the media. Some statistics actually show an increase of drug use during years when parental involvement was down, even if anti-drug media exposure was up. 
 
It’s hard to fight drug use among teens, but it can be done. Young people are more intelligent than we often give them credit for being. If we talk with them about specific drugs and their negative effects, it will go a long way towards winning the battle against teen drug use. Journey’s Quest residential and academic treatment teams can provide a structure environment that is designed to help youth learn new ways to find acceptance, control the need for substance use, address underlying psychological needs, and to help young people re-build damaged family relationships while maintaining academic success. For further information, check out Journey’s Quest program.

“Post-traumatic stress disorder (PTSD) is a type of anxiety disorder that can develop after experiencing a very traumatic or life-threatening event. Feeling physically threatened or witnessing violence, even if you were not physically injured, can lead to PTSD. Post-traumatic stress disorder can be terrifying and even disabling for some people. It can cause flashbacks, sleep problems and nightmares, feelings of isolation, guilt, paranoia, and sometimes panic attacks.”

 A helpless infant in a neglectful, and possibly abusive orphanage is at a high risk for developing PTSD.  This type of chronic or complex PTSD usually doesn’t go away with time and love.  The trauma that was “stuffed” down and buried needs to be reprocessed and the negative ideas and values changed.   PTSD can also interfere with the child’s attachment to the new family.  They may have difficulty with trust and letting their hearts be vulnerable to new love.

 This doesn’t mean that all children adopted from orphanages develop PTSD or attachment problems.  There are many individual factors such as personality, quality of care and age at adoption that affect the child.  There are children who have left orphanages or foster care, joined adoptive families and seem to have no difficulties.  There are also many children who had some mild challenges adapting to their new environment.  Parents who are very patient and provided lots of reassurance, love and structure can help these children adjust.  Over time these children began to thrive.  Still other families, like perhaps yours, regardless of the attention, time and patients that you have render, need the assistance of a professional residential program to help the child overcome their rough start in life.  Journey’s Quest can provide a structure residential and academic setting and therapeutic resources for your child. Our goal is to address the many issues related to PTSD, the anxiety related dynamics and provide help in the many facets that such children and parents need. We can provide encouragement, and instill hope for these children.  We desire to create a wonderful vision for their futures and help them and you as the parent, the skills to help them grow, blossom and thrive. Check out our center and see if we are a right fit for you.

All children are oppositional from time to time, particularly when tired, hungry, stressed or upset. They may argue, talk back, disobey, and defy parents, teachers, and other adults.   Oppositional behavior is often a normal part of development for two to three year olds and early adolescents.  However, openly uncooperative and hostile behavior becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child’s social, family, and academic life. Untreated, this disorder may progress into a more serious criminal behavior titled Conduct Disorder

In children with Oppositional Defiant Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the youngster’s day to day functioning.  Symptoms of ODD may include:

• frequent temper tantrums
• excessive arguing with adults
• active defiance and refusal to comply with adult requests and rules
• deliberate attempts to annoy or upset people
• blaming others for his or her mistakes or misbehavior
• often being touchy or easily annoyed by others
• frequent anger and resentment
• mean and hateful talking when upset
• seeking revenge
• academic failure
• Substance abuse

The symptoms are usually seen in multiple settings, but may be more noticeable at home or at school.  Five to fifteen percent of all school-age children have ODD.  The causes of ODD are unknown, but many parents report that their child with ODD was more rigid and demanding than the child’s siblings from an early age.  Biological and environmental factors may have a role.

A child presenting with ODD symptoms should have a comprehensive evaluation.  It is important to look for other disorders which may be present; such as, attention-deficit hyperactive disorder (ADHD), learning disabilities, mood disorders (depression, bipolar disorder) and anxiety disorders. It may be difficult to improve the symptoms of ODD without treating the coexisting disorder. Some children with ODD may go on to develop conduct disorder.

Treatment of ODD may include: Parent Training Programs to help manage the child’s behavior, Individual Psychotherapy to develop more effective anger management, Family Psychotherapy to improve communication, Cognitive-Behavioral Therapy to assist problem solving and decrease negativity, and Social Skills Training to increase flexibility and improve frustration tolerance with peers.  Placement of the child in a structure residential program to help the child decrease defiance and learn effective coping and relationship skills is a must. Support with academics can also restore confidence in a child who may feel hopeless. Journey’s Quest multidisciplinary team can provide the direction and support your child may need. To learn more about our o[program, check out our center.

A child with ODD can be very difficult for parents. These parents need support and understanding.  Parents can help their child with ODD in the following ways:

• Always build on the positives, give the child praise and positive reinforcement when he shows flexibility or cooperation.
• Take a time-out or break if you are about to make the conflict with your child worse, not better.  This is good modeling for your child.  Support your child if he decides to take a time-out to prevent overreacting.
• Pick your battles.  Since the child with ODD has trouble avoiding power struggles, prioritize the things you want your child to do.  If you give your child a time-out in his room for misbehavior, don’t add time for arguing. Say “your time will start when you go to your room.”
• Set up reasonable, age appropriate limits with consequences that can be enforced consistently.
• Maintain interests other than your child with ODD, so that managing your child doesn’t take all your time and energy.  Try to work with and obtain support from the other adults (teachers, coaches, and spouse) dealing with your child. 
• Manage your own stress with exercise and relaxation. Use respite care as needed.

Families with adopted children face different challenges than those with just biological children. Even adopted children who feel positive about their adoption experience, can face a variety of emotions as they become teenagers. Typical rites of passage may have additional facets for adopted adolescents. They may question their identity and value, suffer from low self-esteem, and experience grief and loss. While some adopted teens are able to work through their feelings on their own or with their friends and family, others need professional help to deal with the range of emotions that arise.

Adoptive parenting can be more complex than parenting biological children can. Adoptive parents face unique challenges raising adopted children. While it is important for traditional parents to keep the lines of communication open with their children, it is even more crucial for adoptive parents, especially as adopted children become teenagers. Adopted teens will have additional issues to face as they mature into adults.

Journey’s Quest a co-educational residential treatment and educational school for teens, provides a comprehensive academic and therapeutic curriculum designed for teens with behavioral, emotional, motivational problems or special learning needs. Demand for a specific program designed to address the challenges of adoptive children, their clinical symptoms and families are the driving force behind Journey’s Quest therapeutic and academic program.

Addressing the specific needs of adoptive children, allows Journey’s Quest multidisciplinary team to design and provide adoption-focused group therapy, thematic workshops for processing stages of grief, and access to one-on-one attention and therapy.

Most adoptive children wonder why they were placed for adoption and can struggle with feelings of self-worth, sense of personal value, or are they good-enough, especially during the teenage years when it’s natural for them to assert themselves as unique individuals. Journey’s Quest can help them work through their feelings of loss, self-worth, loss, and anger. For more information regarding the programs at Journey’s Quest check out our complete center.

There are several different sub-types of Reactive Attachment Disorders. The ambivalent sub-type can be described as an “in-your-face” child. This is the child who is angry, oppositional, and who can be violent. The anxious sub-type is clingy, anxious, shows separation anxieties, among other symptoms. The avoidant sub-type is often overlooked. This child is very compliant, agreeable, and superficially engaging. This child often has a lack of depth to his emotions and functions as an “as-if” child; meaning that he tries to do and say what you want, but is not genuine, authentic, or real in emotional engagement. Finally, there is the disorganized subtype, this child often presents with bizarre symptoms.

The words ‘attachment’ and ‘bonding’ are now used interchangeably. Children with Reactive Attachment Disorder exhibit many of the following symptoms:

Several symptoms are associated with RAD. In children of adolescent age the following are present indicators:  

Lack of Conscience Development. 
Superficially Charming. 
Lack of Eye Contact (except when lying). 
Inability to give and Receive Affection. 
Extreme Control Issues. 
Destructive to Self, Others, Animals and Property. 
No Impulse Control. 
Unusual Eating Patterns (hoarding, gorging, or refusal to eat). 
Unsuccessful Peer Relationships. 
Incessant Chatter in Order to Control. 
Very Demanding. 
Unusual speech patterns, mumbling, robotic speech, talking very softly except when raging. 

Additionally, these are seen in symptoms such as academic failure and delay, breaking the law or conduct disorders, From conception through approximately the third year of life the child needs to bond in order to develop physical, psychological and emotional health. This early attachment is the foundation for the child’s ability to feel empathy, compassion, trust and love.

Children with attachment issues and those with Reactive Attachment Disorder have experienced a break in this bonding cycle. This break can be the result of:

Genetic Predisposition. 
Maternal Ambivalence Toward the Pregnancy. 
Traumatic Prenatal Experience. 
In-Utero Exposure to Alcohol and/or Drugs. 
Birth Trauma. 
Neglect. 
Abuse. 
Abandonment. 
Separation from Birth Parents. 
Inconsistent or Inadequate Day Care. 
Divorce. 
Multiple Moves and/or Placements. 
Institutionalization (e.g. children adopted from orphanages). 
Undiagnosed or Untreated painful illness (e.g. untreated ear infections). 
Medical Conditions which Prohibit Adequate Touch (e.g. child who is in an incubator or body cast).

Traditional ‘talk’ or ‘play’ therapies do not work with these children because such therapies depend upon the child’s ability to develop a trusting relationship with the therapist. Children with Reactive Attachment Disorder are unable to form any genuine relationships.

Therefore parenting must be very structured and very nurturing. Natural consequences, not lectures work best. If the child does not want to eat and you’ve put a meal in front of them which they will not eat, If the child complains and begins to ruin the mealtime, remove them from the table. The key is to not let such a child make everyone feel like she does. Such children are very good at externalizing their feelings and getting everyone else to feel as miserable as the child does.

Counseling and Psychotherapy

Many therapeutic methods are employed: re-parenting, role-playing, modeling of behaviors, behavioral shaping, cognitive restructuring, Gestalt Therapy, family therapy and general psychotherapy.

Effective therapy requires a team approach which must always include the child’s parents.