PBS for Reactive Attachment Disorder Online Course
This course is aimed at parents, teachers, mental health professionals, allied health and behaviour professionals providing you with five hours of professional development to better support children with trauma informed care at home, in school and clinical settings.
Why This Course?
This course offers specialised knowledge, practical skills and therapeutic techniques that you can put into practice every day to support children with attachment difficulties. The in depth knowledge provided has been written and presented by Dolly Bhargava, a dedicated professional with a Bachelor of Applied Science in Speech Pathology from the University of Sydney, a Master of Special Education from the University of Newcastle, and a Certificate IV in Training and Assessment.
Dolly is the founder of behaviourhelp.com and has presented eleven online training courses on a variety of behaviour topics. Her experience of supporting child development are exceptional and Dolly has been able to support individuals across Australia and the world with evidence based interventions.
The RAD training sessions aim to equip participants to effectively support individuals with attachment disorders and is particularly well suited to anyone involved in foster care, social workers, counselors seeking training and those involved with child psychology.
What is Reactive Attachment Disorder?
Reactive Attachment Disorder (RAD) is a serious condition that develops when a child has experienced significant disruptions in early caregiving relationships. These early experiences can prevent the formation of safe, stable emotional bonds with primary caregivers, which are essential for healthy social and emotional development.
RAD is most commonly linked to childhood trauma, neglect, abuse, repeated changes in caregivers, or institutional care during the early years of life. These early childhood experiencescan interfere with the development of trust, emotional regulation, and secure attachment. As a result, the condition can profoundly affect children in how they relate to others, manage emotions, and respond to everyday social situations.
A formal reactive attachment disorder assessment is required for diagnosis. This assessment considers the child’s developmental history, caregiving environment, emotional and behavioural presentation, and how the child interacts with others. The diagnostic criteria focus on patterns of inhibited, withdrawn, or emotionally unresponsive behaviour toward caregivers, alongside clear evidence of early neglect or insufficient caregiving.
RAD involves more than typical behavioural challenges. It reflects deep-rooted attachment issues that influence how a child experiences safety, connection, and trust. The condition can affect both the child and those caring for them, often creating complex relational patterns that require specialist understanding and support.
Common RAD symptoms may include:
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Difficulty forming or maintaining close relationships
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Limited emotional responsiveness or reduced expression of positive emotions
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Avoidance of comfort when distressed
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Heightened mistrust or hypervigilance
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Controlling or withdrawn behaviour in relationships
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Difficulty regulating emotions or responding to stress
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Challenges with social engagement and communication
Because RAD is rooted in disrupted attachment and trauma, support must focus on rebuilding safety, trust, and connection rather than simply managing behaviour. With the right understanding and trauma-informed intervention, children and adolescents with RAD can develop healthier relational patterns and improved emotional wellbeing.
Effects of Unmanaged Reactive Attachment Disorder in Adults
When Reactive Attachment Disorder (RAD) is not recognised or supported in childhood, its effects can continue into adolescence and adulthood. Long-standing patterns of insecure attachments can shape how a person relates to others, manages emotions, and responds to stress across many areas of life.
Without appropriate support that meets their developmental needs, individuals may experience ongoing relational, emotional, and behavioural difficulties. These challenges can affect their ability to form stable relationships, maintain trust, regulate emotions, and communicate effectively in personal, social, and professional settings.
Adults with a history of RAD may experience increased risk of:
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Chronic difficulties with trust, intimacy, and emotional closeness
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Social withdrawal or relational conflict
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Emotional dysregulation, anxiety, or persistent hypervigilance
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Controlling, avoidant, or defensive relationship patterns
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Difficulties with identity, self-worth, and belonging
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Challenges maintaining employment, routines, or long-term commitments
Some adults may never have received a formal RAD diagnosis in childhood, meaning their difficulties may be misunderstood or attributed to other mental health conditions. However, the underlying attachment disruption can still influence how they experience relationships and emotional safety.
Recognising the signs of unresolved attachment trauma is important for practitioners working in mental health, education, and social care. Understanding the person’s attachment history allows professionals to view behaviour through a relational and trauma-informed lens, rather than interpreting it solely as resistance, non-compliance, or lack of motivation.
Effective support focuses on building safety, trust, and relational stability over time. A trauma-informed therapeutic intervention plan may include individual therapy, skills development, and structured relational support. In many cases, family therapy can also be beneficial, helping to rebuild trust, improve communication, and strengthen supportive relationships around the patient.
With appropriate understanding and carefully paced support, adults with unresolved RAD can develop healthier relational patterns, improve emotional regulation, and experience greater stability and wellbeing.
What is Attachment Theory?
Attachment theory is a psychological framework that explains how early relationships with caregivers shape a person's emotional development, sense of safety, and ability to form relationships throughout life.
The theory was first developed by British psychiatrist John Bowlby, who proposed that infants are biologically wired to seek closeness to a caregiver for protection and survival. When caregivers respond consistently, sensitively, and predictably, children develop a sense of safety and trust. This becomes the foundation for emotional regulation, confidence, and healthy relationships.
Later research by psychologist Mary Ainsworth identified different patterns of attachment based on how caregivers respond to a child's needs.
Main attachment patterns
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Secure attachment
Develops when caregivers are consistently responsive and emotionally available. Children feel safe exploring the world and seeking comfort when distressed. This supports confidence, trust, and emotional stability. -
Insecure-avoidant attachment
May develop when caregivers are emotionally distant or unresponsive. Children learn to minimise emotional expression and rely on themselves rather than seeking comfort. -
Insecure-ambivalent (anxious) attachment
Often linked to inconsistent caregiving. Children may feel unsure whether support will be available, leading to heightened anxiety, clinginess, or difficulty settling. -
Disorganised attachment
Associated with frightening, chaotic, or neglectful caregiving. Children may experience confusion about safety and comfort, leading to contradictory or unpredictable behaviours. This pattern is strongly linked to trauma and conditions such as Reactive Attachment Disorder (RAD).
Why attachment theory matters
Early attachment experiences shape how people:
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Regulate emotions and respond to stress
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Trust others and form relationships
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Seek help or comfort
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Develop a sense of identity and safety in the world
When early attachment needs are not met, children may develop survival-based patterns that prioritise protection over connection. Understanding attachment theory helps parents, educators, and practitioners respond to behaviour as communication shaped by early relational experiences, rather than simply viewing it as defiance or difficulty.
This understanding is central to trauma-informed care and Positive Behaviour Support, particularly when supporting children and adolescents with attachment-related difficulties such as RAD.