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 The diagnostic criteria focus on patterns of inhibited, withdrawn, or emotionally unresponsive behaviour toward caregivers, alongside clear evidence of early neglect or insufficient caregiving.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:
-
Difficulty forming or maintaining close relationships
-
Limited emotional responsiveness or reduced expression of positive emotions
-
Avoidance of comfort when distressed
-
Heightened mistrust or hypervigilance
-
Controlling or withdrawn behaviour in relationships
-
Difficulty regulating emotions or responding to stress
-
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:
-
Chronic difficulties with trust, intimacy, and emotional closeness
-
Social withdrawal or relational conflict
-
Emotional dysregulation, anxiety, or persistent hypervigilance
-
Controlling, avoidant, or defensive relationship patterns
-
Difficulties with identity, self-worth, and belonging
-
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
-
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:
-
Regulate emotions and respond to stress
-
Trust others and form relationships
-
Seek help or comfort
-
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.
Frequently Asked Questions About Reactive Attachment Disorder (RAD) Training
What is Reactive Attachment Disorder (RAD) in children and adolescents?
Reactive Attachment Disorder (RAD) is a recognised mental health condition associated with severe disruptions in early caregiving relationships. It develops in the context of extreme insufficient care, such as significant neglect, repeated changes in primary caregivers or environments where a child's emotional needs have not been consistently met. Children with RAD typically demonstrate difficulties seeking or responding to comfort from trusted adults, alongside disturbances in emotional and social development. Although RAD develops in early childhood, attachment-related difficulties may continue into adolescence. Our online Positive Behaviour Support course helps parents, educators and professionals understand the impact of early relational experiences and develop practical, trauma-informed strategies that promote safety, trust, emotional regulation and positive relationships.
What are the common signs and symptoms of Reactive Attachment Disorder?
Children with Reactive Attachment Disorder may display emotional withdrawal, limited positive emotional expression, difficulty seeking or accepting comfort from caregivers, and reduced responsiveness during social interactions. Some children may also experience unexplained irritability, sadness, fearfulness, heightened vigilance or difficulties managing emotional distress. These symptoms can affect relationships, learning and everyday participation. However, behaviours such as aggression, controlling behaviour or mistrust are not sufficient on their own to diagnose RAD and may have many different causes. Our training explains how attachment-related experiences can influence behaviour and why comprehensive assessment is important when identifying a child's individual support needs.
What causes Reactive Attachment Disorder in children?
Reactive Attachment Disorder is associated with severe insufficient care during early childhood, particularly experiences that prevent children from developing stable, emotionally responsive relationships with primary caregivers. Contributing circumstances may include serious neglect, repeated disruptions in caregiving arrangements or institutional environments where individual emotional needs are not consistently met. These experiences can interfere with the development of trust, emotional security and the ability to seek comfort from others. However, not every child who experiences adversity develops RAD. Individual developmental characteristics, protective relationships and access to appropriate support also influence outcomes. Our course examines the relationship between early caregiving experiences, emotional development and behaviours of concern through a trauma-informed Positive Behaviour Support framework.
Is Reactive Attachment Disorder the same as insecure attachment or attachment difficulties?
No. Reactive Attachment Disorder is a specific clinical diagnosis and should not be confused with insecure attachment patterns or more general attachment difficulties. Children may experience anxiety, uncertainty or difficulties trusting adults without meeting the diagnostic criteria for RAD. Insecure attachment describes patterns of relating to caregivers, whereas RAD involves a more severe and persistent disturbance in attachment behaviour associated with a history of extreme insufficient care. A diagnosis requires specialist assessment of the child's developmental history, caregiving experiences and relationships. Our training helps participants understand these distinctions and develop supportive strategies without making assumptions based on behaviour alone.
What is the difference between Reactive Attachment Disorder and Disinhibited Social Engagement Disorder?
Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disorder (DSED) are separate conditions associated with histories of severely insufficient early caregiving. Children with RAD typically demonstrate emotionally withdrawn behaviour and difficulty seeking or responding to comfort from familiar caregivers. In contrast, children with DSED may approach unfamiliar adults with unusually little hesitation, reduced social boundaries or inappropriate familiarity. Although both conditions relate to early relational experiences, their diagnostic features and support needs differ. Our RAD training focuses on understanding emotionally withdrawn attachment-related presentations and using individualised, trauma-informed Positive Behaviour Support strategies to strengthen safety, trust and positive social engagement.
How is Reactive Attachment Disorder different from autism, ADHD or Oppositional Defiant Disorder?
Reactive Attachment Disorder, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) can involve overlapping behavioural or emotional difficulties, including challenges with social interaction, emotional regulation and relationships. However, RAD is specifically associated with severe early caregiving disruption and a characteristic pattern of difficulty seeking or responding to comfort. Autism and ADHD are neurodevelopmental conditions, while ODD describes a pattern of angry, irritable or defiant behaviour. Some children may have coexisting conditions, making comprehensive assessment particularly important. Our course explores the importance of understanding a child's developmental history, emotional needs and functional abilities rather than relying on behavioural labels alone.
Why might children with Reactive Attachment Disorder reject comfort or struggle to trust adults?
Children with RAD may have experienced early caregiving environments in which their emotional and physical needs were not met consistently. These experiences can affect their expectations of relationships and make seeking or accepting comfort from adults difficult. A child may appear withdrawn, emotionally distant or uncomfortable when others attempt to provide reassurance. These responses should not automatically be interpreted as deliberate rejection or manipulation. Building trust requires patience, predictable caregiving, respect for personal boundaries and consistent emotional availability. Our course examines how adults can establish supportive relationships through attuned communication, appropriate pacing and connection-focused Positive Behaviour Support strategies.
Does being adopted or living in foster care mean a child has Reactive Attachment Disorder?
No. Being adopted, living in foster care or experiencing a change in caregivers does not automatically mean that a child has Reactive Attachment Disorder. Many children who have experienced disrupted caregiving develop positive relationships and secure attachments when provided with stable, sensitive and responsive care. RAD is relatively uncommon and requires a specific pattern of symptoms alongside a relevant history of severely insufficient care. Foster carers, adoptive parents and kinship carers may nevertheless benefit from understanding trauma-informed and attachment-aware approaches. Our training provides practical strategies for supporting emotional safety, building trust, establishing predictable routines and responding compassionately to attachment-related difficulties.
How can Positive Behaviour Support help children with Reactive Attachment Disorder?
Positive Behaviour Support (PBS) provides a structured, person-centred approach to understanding behaviours of concern and creating environments that promote emotional safety, participation and quality of life. For children with RAD, PBS can be adapted to consider early relational experiences, emotional regulation, communication needs, perceived threats and difficulties trusting adults. Practical strategies include developing predictable routines, reducing environmental triggers, supporting co-regulation, strengthening positive relationships and teaching appropriate coping and communication skills. Our online training introduces the Assess, Manage and Prevent framework to help participants develop individualised Behaviour Prevention and Behaviour Response Plans that prioritise safety, dignity, trust and connection.
How should parents and carers respond to aggression or emotional outbursts in children with attachment difficulties?
When a child becomes aggressive, distressed or emotionally overwhelmed, adults should prioritise safety, remain calm and avoid responses that increase fear or escalation. Difficult behaviour may be associated with anxiety, perceived threats, emotional dysregulation, trauma triggers or difficulties communicating needs. Supportive strategies can include reducing unnecessary demands, allowing appropriate personal space, using calm and predictable communication, and providing reassurance without forcing physical contact. Once the child is settled, adults can explore contributing factors and consider preventative adjustments. Our training teaches participants how to recognise stages of behavioural escalation and develop personalised Behaviour Response Plans that support safety, emotional recovery and positive relationships.
How can parents, foster carers and adoptive families build trust with a child who has RAD?
Building trust with a child who has Reactive Attachment Disorder requires consistency, emotional availability, patience and an understanding of the child's individual experiences. Caregivers can help by establishing predictable routines, responding sensitively to emotional needs, following through on commitments and respecting the child's readiness for closeness. Shared activities, positive interactions and opportunities for appropriate choice can gradually strengthen relationships without placing pressure on the child to demonstrate affection or trust. Our RAD training explores attachment-focused strategies, supportive communication, co-regulation and relational repair. These approaches can complement specialist therapeutic support while helping children experience greater emotional security and stability in everyday life.
What is co-regulation, and why is it important for children with Reactive Attachment Disorder?
Co-regulation describes the process through which a supportive adult helps a child manage emotions and physiological arousal through calm, responsive and predictable interactions. Children with attachment-related difficulties may find it challenging to regulate emotions independently, particularly when situations trigger fear, uncertainty or memories of previous distress. Co-regulation can involve using a calm voice, maintaining a reassuring presence, acknowledging emotions, reducing stimulation and respecting the child's need for personal space. Our course explores how co-regulation, emotional literacy and consistent relationships can help children develop greater confidence in managing distress while strengthening feelings of safety and connection with trusted adults.
How can teachers support students with Reactive Attachment Disorder in the classroom?
Teachers can support students with Reactive Attachment Disorder by creating safe, predictable and relationship-centred learning environments. Practical strategies include establishing consistent routines, preparing students for transitions, using calm communication, recognising early signs of emotional distress and developing positive relationships with trusted school staff. Some students may benefit from additional support with social interactions, emotional regulation or managing changes in expectations. Teachers should avoid interpreting every behaviour as deliberate defiance and instead consider the student's developmental history, individual needs and environmental circumstances. Our training provides practical guidance for educators on implementing trauma-informed Positive Behaviour Support strategies and collaborating with families, carers and allied health professionals.
Can Functional Behaviour Assessment help understand behaviours of concern in children with RAD?
Yes. Functional Behaviour Assessment (FBA) can help identify the circumstances and environmental factors associated with behaviours of concern in children with Reactive Attachment Disorder. An assessment may examine emotional triggers, relationship dynamics, communication difficulties, sensory experiences, perceived threats and the consequences that follow particular behaviours. Information gathered from caregivers, teachers and other professionals can help identify patterns and develop hypotheses about the possible function of behaviour. Our course teaches participants how to conduct or contribute to an FBA and use the findings to develop individualised Behaviour Prevention and Behaviour Response Plans. FBA should complement, rather than replace, specialist attachment and mental health assessment.
Can Reactive Attachment Disorder improve with Positive Behaviour Support and therapy?
Children with Reactive Attachment Disorder can make meaningful progress when they receive stable, responsive caregiving and appropriate professional support. Improvements may include greater emotional security, stronger relationships, increased willingness to seek comfort and better emotional regulation. Progress varies between individuals and may require coordinated support from caregivers, educators, psychologists and other qualified professionals. Positive Behaviour Support can complement specialist interventions by improving everyday environments, preventing behavioural escalation and teaching practical coping and communication skills. It does not replace psychological assessment or attachment-focused treatment when these are required. Coercive approaches, including forced holding or restraint intended to create attachment, should not be used as attachment treatments.
Who should complete the Reactive Attachment Disorder online training course?
Our Reactive Attachment Disorder online training is suitable for parents, foster carers, adoptive parents, kinship carers, teachers, teaching assistants, social workers, disability support workers, psychologists, counsellors, behaviour support practitioners and allied health professionals. It is particularly valuable for adults supporting children and adolescents who have experienced early relational trauma, disrupted caregiving or significant attachment-related difficulties. No previous formal qualification in Positive Behaviour Support is required. The course introduces RAD and its impact on emotional and relational development before progressing to Functional Behaviour Assessment, Behaviour Prevention Plans, Behaviour Response Plans and practical strategies for supporting children across home, school and community environments.
How much does the Reactive Attachment Disorder online course cost, and what is included?
The Positive Behaviour Support for Children and Adolescents with Reactive Attachment Disorder online course costs $165 AUD per participant and is advertised as providing five hours of professional development training across six modules. The course is delivered online through Teachable and is self-paced, with 12 months of access from the date of purchase. Participants receive a certificate of completion after successfully finishing the training. Enrolment also includes an Amazon voucher for a complimentary Kindle copy of Positive Behaviour Support for Reactive Attachment Disorder by Dolly Bhargava. Behaviour Help is a TQI and NESA accredited provider. The course may be suitable for NDIS funding, subject to applicable eligibility and funding requirements. For organisational invoicing or NDIS enquiries, email dolly@behaviourhelp.com.