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Dsm 5 oppositional defiant disorder
Dsm 5 oppositional defiant disorder
Dsm 5 oppositional defiant disorder
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Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)
“According to the Diagnositic and Statistical Manual of Mental Disorders ODD is characterized by a pattern of negativistic hostile, and deviant behavior lasting at least six months, during which four (or more) of the following are present. The student (1) often loses his or her temper (2) often argues with adults (3) often actively defies or refuses to comply with adults' requests or rules (4) often deliberately annoys people (5) often blames others for his or her mistakes or misbehaviors (6) is touchy or easily annoyed by others (7) is often angry and resentful (8) is often spiteful or vindictive.” (Smith, Bondy, 2007, 151)
The above characteristics need to be present for a minimum of 6 month and need to be occurring frequently. (Salend, Sylvestre, 2005, 32) Students who have ODD are likely to have increased issues with “substance abuse, juvenile delinquency, developing a mental disorder, and committing violent crimes.” (Smith, Bondy, 2007, 151) There are a variety of triggers or factors of oppositional defiant disorder. Some of them are geneti...
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...al Health Ontatio, 2014) With a percentage that high it is important to understand the challenges that a student with ODD deal with. Students with ODD show signs of refusal to do work, blaming others for there mistakes, losing their temper, easily frustrated or annoyed, cursing, low self esteem, enjoy annoying others, and seeking attention. (Salend, Sylvestre, 2005, 32) In order to work with students with ODD in the classroom it is important to remember to state rules, and review them, be consistent throughout the year, follow a schedule and give warnings of any changes to come, teach them skills that will help them succeed and build a relationship with the student. Always remember that students with ODD are dealing with many issues and that they need someone to help them, and if they do receive the help they are more then likely to overcome their defiant disorder.
Durand, M., & Barlow, D. (2013). Essentials of abnormal psychology. (6 ed.). Belmont, CA: Wadsworth.
It is important to note that a counselor or therapist will consider a diagnosis of oppositional defiant disorder only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level. In other words, the problems and conflicts between teens and parents are as old as time itself, and some conflict is normal and inevitable. However, when the parent/child conflict becomes increasingly severe and appears to be spiraling out of control, then ODD might be considered. Also, as teens are growing and learning, they will sometimes do some very ill-advised things that can cause them problems, both legal and in school. However, if this behavior does not repeat itself and is a one-time event, then a behavior disorder is probably not present.
According to Psychology in Action, “[r]ather than being fixed categories, both “abnormal” and “normal” behaviors exist along a continuum, and no single criterion is adequate for [i]dentifying all forms of abnormal behavior” (Huffman). There are four criteria used to determine whether behavior is abnormal. These are known as the four D’s. The first is deviance, this means that someones thoughts are different than those in the their culture and/or society. The second is dysfunction, this is when a person’s behavior is interfering with their everyday life and functions. The third is distress, this means that the person has a substantial amount of distress and unhappiness which can lead to risky or immoral actions. The fourth and final D is danger, this is when the person’s actions indicate that they are a danger to themselves and others.
First, Anti Social Personality Disorder is a mental condition that can cause a person to think and behave in a destructive manner. “Antisocial personality disorder (ASPD) is characterized by a pattern of socially irresponsible, exploitative, and guiltless behavior. ASPD is associated with co-occurring mental health and addictive disorders and medical comorbidity.” (Black, 2015) People with ASPD have a habit of antagonizing and manipulating others but also have no awareness for what is right and what is wrong. One tends to disregard the feelings and wishes of others. “ASPD typically begins during childhood or early adolescence and continues into adulthood.” (Kivi, 2012) ASPD usually is noticed around 8 years old, but it is categorized as a conduct disorder. Though children can be treated in what doctors may think is ASPD, children will not be completely diagnosed with the title of ASPD until at least 18 years of age. In time those with ASPD behavior usually end up turning criminal.
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
Antisocial Personality Disorder is a mental health diagnosis of someone whom exhibits continued deceitfulness, aggressiveness and irritability, reckless disregard for the safety of others or themselves, lack of remorse, high level of impulsiveness, failure to conform to social norms as well as consistent irresponsibility. For one to be diagnosed with antisocial personality disorder, the individual must exhibit at least three out of the seven signs of antisocial and irresponsible behavior after the age of fifteen (Oltmanns & Emery, 2012). They are extremely egocentric individuals, whom their main goals are derived from power, pleasure or personal gain. People suffering from antisocial personality disorder deal with continued failure to perform responsibilities in their family roles, as well as occupational roles. Violence and conflict is not unusual to them, as well as physical fights. “These people are irritable and aggressive with their spouses and children as well as with people outside of the home. They ...
Irwin G. Sarason and Barbara R. Sara, Abnormal Psychology: The Problem of Maladaptive Behavior,10th ed. (Upper Saddle River, NJ, 2002)
Symptoms of ODD are anger, irritable mood, argumentative, defiant behavior, blames others for behavior and mistakes, and vindictiveness. There are three levels of severity. Mild severity is when any symptoms occurs only in one setting. Moderate severity is when any symptom occurs in two or more settings. Severe severity is when any symptom occurs in 3 or more settings. Genetics may be a possible cause of ODD if a child’s natural disposition or temperament differs in nerves and brain functions. Living environments may also be a cause if there are issues with parenting that may involve a lack of supervision, inconsistent or harsh discipline, or abuse or neglect. Either cause may lead to poor school work, antisocial behavior, and impulse control problems. Treating associated diseases such as ADD, ADHD, depression, anxiety, conduct disorder, and learning and communication disorders, may help the patient maintain control of his disease. Tests of a patient’s overall health, frequency and intensity of behaviors in multiple settings and relationships, and the presence of other mental health, learning or communication disorders. Treatments of ODD consist of parent training, parent-child interaction therapy, individual and family therapy, cognitive problem solving, and social skills
As a result, the parents realize some of the techniques that they can use to parent the children. The parent-child relationship significantly improves the problem behavior that a defiant and oppositional person shows (Cannon, 2013). Since Will has been abused by the parent leading to his current status of socialization, it would be imperative to reconstruct the relationship between him and the mother with the help of a therapist. Individual and family therapy is necessary for individuals with Will’s disorder because it aid the in the management of anger and be able to express the feeling in a way that is healthier. One of the most important techniques in individual therapy is his behavior modification technique, for example, the use of consequences depending on the needs of the person. Family counseling, on the other hand, helps individuals improve their communication and relations they have with relatives and another member of the family. Family therapy is particularly crucial as it is useful in controlling the behavior of defiant, oppositional individuals (Cannon, 2013). The case of Will appears extreme and, therefore, the parents must be willing to develop more effective parenting approaches accompanies with
Conduct disorder (CD) in children and adolescence is a serious matter that has major adverse effects to the child, to their parents, and to their entire community. This disorder is chronic and worsens overtime that forces the child into a life of risky aggressive impulses, pattern of destructive behavior, disregard for rules, regulation, and authority. Since CD is a condition that develops over a long period of time, children can carry the side effects of negative behaviors into their adulthood. CD is one of the most common diagnosed disorder among children and adolescence, and according to the Diagnostic and Statistical Manual of Mental Disorders (Mental health integration, 2009), “Conduct Disorder s repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated” (Mental health integration, 2009). At a young age, children with CD will have difficulties in school; learning, forming friendships, and become socially rejected by their peers. By the time the child is an adolescent, CD can stem into many other undesired mental concerns and disorders. An adolescent with CD will likely have numerous run-ins with the law, difficulties forming and maintaining relationships, and difficulty sustaining long-term employment. Some symptoms of CD is bulling, fighting, cruelty to people or animals, rape, vandalism, fire-setting, robbery, theft, and school truancy (Mental health integration, 2009). It is important to note that the average child and adolescent may act on one or two of the symptoms, and that is completely normal. It starts to become a concern when these symptoms are constant and repetitive.
Some of the behavior problems consist of confrontations with the teachers, getting into fights with other students, and constantly getting suspended. This is considered as delinquent behavior. If the delinquent behavior continues the principal will then have to decipher the punishment for the student. Depending on the seriousness of the act, the student either go to school suspension, or three day suspension. The way public schools handle delinquent behavior is by sending them to an alternative school. Alternative education is structured to address the needs of students that cannot be met in a regular public school. However, the outcome of the student depends on their behavior and what their label consists of. Alternative education could either help or hinder the student. Students with behavioral problems take up most of the population of the school. When students do not feel accepted they shut down and do not learn as much as they possibly could. Furthermore, not learning to their full
Abnormal psychology is the branch psychology that deals with the study of abnormal behavior in an attempt to describe, predict, and explain in order to change behaviors. There are four criteria used in the determination of what is considered to be abnormal they are deviance, distress, dysfunction, and danger (Comer, 2012). Though deviance is hard to pinpoint as it is defined by an individual’s culture and society. The different ways in which to approach treatment for individuals.
Barlow, D., Durand, V., & Stewart, S. (2009). Abnormal psychology an integrative apporach. (2nd ed.). United States of America: Wadsworth
Knafo, A., Jaffee, S. R., Matthys, W., Vanderschuren, L. J., & Schutter, D. G. (2013). The neurobiology of oppositional defiant disorder and conduct disorder: Altered functioning in three mental domains. Development & Psychopathology, 25(1), 193. doi:10.1017/S0954579412000272
Gelfand, D. M., Jenson, W. R. & Drew, C. J. (1988). Understanding child behavior Disorders. (2nd ed.). Chicago: Holt, Rinehart and Winston, Inc.