Childress Headed To Courts , Me2

I’m going into the court system. I’m writing reports for court submission, I am testifying as an expert witness in court. I always knew I would arrive here.
Foundations. We establish the foundation for our line of argugment offered to the court, a treatment oriented line not custody.
Custody is a false argument, it’s the pathogen’s framing, who gets “possession” of the child, the child is property, ownership, custody.
We’re re-framing to treatment. We need to fix this, everything. We need to restore to the child a normal-range and healthy childhood – Goal 1.
We need to restore love to the child’s life.
In the courts, my influence is my credibility. I’m evidence.
The attorneys make argument, Ithey are the advocates. I’m not in the court to advocate, that’s not my role, I’m a clinical psychologist, I’m evidence.
And the weight of my evidence is my credibility. I’ve grounded my credibility on the solid and scientifically grounded foundations of professional psychology, Bowlby-Minuchin-Beck, ICD-10, DSM-5,
Who am I, why am I involved?
You already have (ignorant) mental health people involved, why is Dr. Childress also involved?
Specialized knowledge and expertise.
In what? In attachment, in delusional pathology, two separate and independently qualifying domains for my involvement. There’s a third if you need it, Munchausen’s by proxy from my Children’s Hospital background if you think it’s relevant.
But the other two should be entirely enough, each independently and then absolutely both together.
You will not find another psychologist on the planet who is expert in both attachment and delusional pathology.
I am. And that is spot-on relevant to this pathology, an attachment pathology involving a shared persecutory delusion with the allied parent as the primary case.
Attachment and delusion – that’s me.
In another post I described my background of rating delusional pathology for 12 years at a UCLA research project on schizophrenia, and I described the Mental Status Exam.
The MSE covers many brain systems, for delusions that’s the frontal lobe thinking and perception systems. The clinical interview and diagnosis of a delusion is through an MSE of frontal lobe executive function systems.
Google MSE, read the NCBI return, see in Thought and Perception – this MSE domain is “one of the most difficult” and requires “considerable experience” to conduct.
I have that considerable experience – I can conduct an MSE of frontal lobe executive functions, let’s pop that delusion out and look at it’s features directly in the clinical interview.
That’s one qualifying domain. Here’s two; attachment.
The attachment system is the brain system for love and bonding, all things love-and-bonding throughout the lifespan, including grief and loss.
The attachment system is a primary motivational system of the brain, just like for eating and sex – a primary motivational system of the brain.
The professional location where you learn about the attachment system is early childhood mental health, that is entirely the attachment years. The only place you learn about attachment as a psychologist is early childhood.
I also have an early childhood mental health sub-specialization; zero-to-five.
It’s a defined sub-specialty within professional psychology, no one else works zero-to-five but us. There’s a reason for that – it’s because you have to know a lot for early childhood mental health.
I have posted to my website in Assorted Items sub-section of Parents the required knowledge for early childhood specialization:
Early Childhood Competence
I want to note an item with this, it’s on page 15, under Domain 1 – Knowledge, subsection C, right at the bottom: Brain research.- see that? See where it says, “Brain research” at the bottom in Domains of Knowledge.
Note something important about that. Does it say brain research about emotional development? No. Brain research about physical development? No. How about brain research about cognitive and social development? No. It says… all… brain research.
Does that mean brain research on everything? Yes, it does.
Think carefully, we are dealing with the emotional-psychological-cognitive development of an infant and toddler. All sorts of language and cognitive and emotional and self-organization systems are opening up all over the place in infancy – 3-months, 6-months, 9-months, 12-months, and that’s just the first year.
We have to know what’s opening, when, and how they are integrating with each other… at each phase. How is cognitive affecting language, how is language affecting emotional and social, where is self-structure and self-identity in all of that.
At 6-months. At a year. At 18-months. How is that changing, how are those systems interweaving… and then what to do when anything goes wrong – what’s wrong, where, and what do we do about it?
Then one year, and two years, then into preschool and the toddler period; cognitive, language, social, emotional, sesnory-motor, self-systems, arousal regulation, each separate, and all integrated together.
Brain research, all of it.
Look at my AB-PA Reference List, way in the back, last little bit. I added some information on brain research.
Kandel, E. R. (2007), In Search of Memory: The Emergence of a New Science of Mind, New York: W. W. Norton & Company.
That’s an interesting one. He studies sea slugs because they only have like three neurons running the whole show and they’re pretty big neurons, inches long. So Kandel can study the chemical-structural changes that take place in memory by teaching the sea slug stuff.
I understand how memory works at the neuro-structural level of the cell changes, even the way it interacts with the DNA to modulate gene activation.
Stern covers memory formation over in early childhood, it’s organized around a narrative with the emotional content as the core; islands of consistency during the Emerging Self period zero to three months develop into RIGs during the Core Self period, three months to six-months (Representations of Interactions that become Generalized). These Rigs are the unit-core for memory, they are organized around a narrative structure, beginning-middle-end surrounding an emotional core for the Rig.
I know memory; true memory, false memory, your memory, my memory, do you want to know what happens at the cell membrane synaptic sites?
LeDoux, J. (2002). Synaptic Self: How Our Brains Become Who We Are. London: Penguin Books.
This is about the experience-dependent development of our brain systems, our wiring-diagrams so to speak.
Levitin, D. (2006). This is Your Brain on Music: The Science of a Human Obsession. New York: Dutton/Penguin
This is an immensely fascinating one, it’s about the underlying rhythmic organization of our brain networks; the same neuron can be used simultaneously by two systems based on the rhythmic synchrony within the firing patterns. The brain is organized like an orchestra in rhythmic synchronies.
The power-house stuff is Shore’s work and Iacobonno.
Schore A.N. (1994). Affect regulation and the origin of the self: The neurobiology of emotional development. Hillsdale, NJ: Erlbaum.
Iacoboni, M., Molnar-Szakacs, I., Gallese, V., Buccino, G., Mazziotta, J., & Rizzolatti, G. (2005). Grasping the intentions of others with one’s own mirror neuron system. Plos Biology, 3(3), e79.
Brain research.
The entire brain and its integration is related to the developing child in the first year of infancy; brain systems open on a three month rhythm – 3 months – 6 months – 9 months – 12 months, that’s the timing in infancy.
At age 1 and the second year language is now coming on board. Cognitive, emotional, social, self, all change with adaptation to emerging language.
At age 2 and the third year, motor control begins to develop and the child begins more exploration away, cognitive and social, and self systems all adapt and integrate emerging development.
And on it continues, three-year olds into preschool, five-year olds into kindergarten.
Attachment is there prominently throughout – in infancy, in the first year, second year, third year – that’s all about the attachment system, running through everything.
Then… something goes wrong. What? Who knows, anything. They come to me for a diagnosis, what’s wrong, and how do we fix it?
Early childhood mental health, zero-to-five, is a significant sub-specialty in clinical psychology, ask around, no one does early childhood.
And early childhood is attachment. Early childhood zero-to-five is when we develop the basic grammar of our attachment systems.
Attachment is like language, we learn the grammar of language in early childhood, depending on what we hear, English, German, Japanese, but we use language throughout our lifetimes for everything.
The same with our love-and-bonding system of the brain, the attachment system, we learn the grammar in childhood but we use our love-and-bonding system throughout our lifespans.
To understand the attachment system, you have to understand early childhood mental health, what it is, how it functions, how things go wrong, and how to fix them – that’s all early childhood where you learn about the attachment system.
I have that. That’s my background. On my vitae it’s located on page 4, see that section Early Childhood Training.
I know two additional diagnostic systems specific to early childhood besides the ICD-10 and DSM-5 for general people; the DC-03 is stronger on attachment-spectrum diagnoses while the DMIC is stronger on autism-spectrum.
I’ve also been trained in two attachment treatments, Wait, Watch, and Wonder (WWW) and the Circle of Security. WWW is more infant and second year, Circle of Security is preschool-age.
I also have additional certification training in Infant Mental Health, that’s a whole ‘nuther layer of complexity. What is psychopathology in an infant, and how do you fix it?
I meet the standards for early childhood mental health competency – that means attachment, all aspects in full complexity.
Notice on page 19, the Workgroup Members, note the prominence of Dr. Marie Poulsen, CHLA; I did my a year of pre-doc and two yeas of post-doc training at CHLA. Marie Poulsen was my mentor-trainer in early childhood mental health.
Go through all the areas of the competency matrix, pages 31-32, I meet all those standards by background training and experience.
I’m an early childhood clinical psychologist, on top of all my other work. I work the full range of children from birth-to-18 and into launching young adulthood. My favorites are the grumpy adolescents and the wild-n-wacky 3-year-olds, they’re a kick to hang out with..
I’m going into the courts. The influence of my testimony will be based on my credibility. The reason for my involvement is my specialized training, background, and expertise, with two areas of prominence; attachment (early childhood) and delusions (MSE of executive functions).
I know the legal system. My dad was a lawyer through-and-through, he worked the federal courts with judges for 30 years, then went to the state bar as a magistrate hearing malfeasance complaints against attorneys.
I understand the legal system, and I understand my role. I’m not an advocate, I’m evidence, I need to remain contained within my role.
Start by laying the foundations, for your your line of argument, your line of questions, your line of evidence.
For my evidence, I start by laying the foundations for my diagnosis and my treatment plan; diagnosis guides treatment.
I’m not your warrior, I’m your weapon. Time to unsheathe your weapon on your behalf. I am not an advocate for anything – I am a clinical psychologist, I am entirely treatment. We fix things. Everything.
Dr. Childress has reached the savanna now, I’m in the courts with reports and testifying. The world has changed, there’s now a clinical psychologist in court-involved pathology.
Craig Childress, Psy.D.
Clinical Psychologist, PSY 18857

Author: GreatCosmicMothersUnited

I have joined with many parents affected with the surreal , yet accepted issue of child abuse via Pathogenic Parenting / Domestic abuse. As a survivor of Domestic Abuse, denial abounded that 3 sons were not affected. In my desire to be family to those who have found me lacking . As a survivor of psychiatric abuse, therapist who abused also and toxic prescribed medications took me to hell on earth with few moments of heaven. I will share my life, my experiences and my studies and research.. I will talk to small circles and I will council ; as targeted parents , grandparents , aunts , uncles etc. , are denied contact with a child for reasons that serve the abuser ...further abusing the child. I grasp the trauma and I have looked at the lost connection to a higher power.. I grasp when one is accustomed to privilege, equality can feel like discrimination.. Shame and affluence silences a lot of facts , truths that have been labeled "negative". It is about liberation of the soul from projections of a alienator , and abuser ..

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