Although the Cornerstone reflective network and its mirror neuron system exercises clearly help children in many diagnostic categories, our studies to date are statistically weighted for mild to moderately autistic and traumatized children.  These two categories of early childhood disorders (autism and posttraumatic disorders) probably continue to be on the increase in the general population and among children referred to Cornerstone services. Current estimates of the general population incidence of autism may even be low due to under-reporting and inconsistencies in screening practices.

IQ rise is greatest among those children who would be ordinarily be the hardest to treat, those with multiple psychiatric disorders, such as combinations of pervasive developmental disorder with a major depressive or post-traumatic disorder.  (Zelman 1996).

This form of therapy and education is clinically effective compared to control and comparison groups when measured by standardized global mental health scores (The Children’s Global Assessment Score).

The Cornerstone Method of Reflective Network Therapy can regularly produce cognitive improvements for seriously ill children and at the same time raise objectively measured intelligence of the treated children.  The data which comes from testing this hypothesis shows that IQ rise is very substantial and does not occur among controls and comparison children. (Zelman 1996, Diaz- Hope 1999, Kliman 2006)

Among Cornerstone treated foster children, one can objectively test a psychoanalytic concept called the “repetition compulsion” −a tendency to actively repeat traumas.  We demonstrated that Cornerstone in-classroom therapy reduces the repetition compulsion as measured by transfer rates among foster homes.

    −Early Childhood Psychotherapy In The Classroom: The Cornerstone Method of Reflective Network Therapy,

     Gilbert Kliman, MD © 2008

Over the past four decades, Reflective Network Therapy's combination of education and therapy

has resulted in substantial clinical and cognitive progress among children suffering from:

Adjustment reaction disorders, such as reactions to sexual molestation, foster care placements, and domestic violence

Asperger’s Syndrome, including Asperger’s children with overly aggressive behavior

Attention deficit disorders, with and without hyperactivity

Autism Spectrum Disorders

Behavior disorders

Combinations of developmental and emotional disorders

Combinations of overanxious and aggressive behaviors 

Conduct disorders

Early childhood depression

Early childhood psychoses

Elective and selective mutism

Emotional effects of life-threatening illnesses in the child or close relative

Foster children whose placements are failing

Oppositional defiant disorders

Overanxious disorders of childhood

Parent-child relationship problems

Pathological bereavement reactions

Pervasive developmental disorder

Physical disorders that are worsened by emotional stress, such as psychogenic aggravation of asthma

Posttraumatic stress disorder (PTSD)

Reactive attachment disorders

School phobia

Social phobia

Traumatized children