This document discusses a transactional model of oppositional behavior and the Collaborative Problem Solving (CPS) approach for treating oppositional defiant disorder (ODD). The key points are:
1) ODD involves negative, defiant, and hostile behavior toward authority figures. It is commonly comorbid with conditions like ADHD and Tourette's disorder.
2) Treatment approaches like parent training have had some success but many children still experience problems. CPS takes a transactional approach that considers both child and adult characteristics contributing to incompatibility.
3) CPS aims to help adults understand factors leading to a child's oppositional behavior, recognize strategies for handling expectations, and become proficient in collaborative problem
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
What did you learn about yourself and your abilities to be a t.docxlillie234567
What did you learn about yourself and your abilities to be a teacher of
young children, and how you worked as part of a teaching team?
As I take this class, I see my teacher skills build every day when I come to the
lab. I see patience in all the teachers and also in me. When I have to convince
the children to make good choices, solve problems, and deal with challenging
behaviors. As a teacher, I’m a role model and a friend to the children. When I set
up an activity, I think about how I can challenge the children to do things that I
think they will learn from that activity. For example, I want the children to do math
patterns, balance with one leg, or walk on the beam without helping hands. The
children need to practice and build on their knowledge, and they learn the skills
through all the activities that they are engaged in in the class.
As a teaching team member, communication is the most important thing.
Teachers need to keep track of the ratio throughout the day. They must
communicate with other teachers in the room when they take the children to the
restroom. Announcing the change in the routine to ensure the children know what
will happen differently that day and let coworkers expect what to do. Never let
down your guard when you are with the children.
What did you learn most about planning emergent curriculum for young
children?
I learned that an emergent curriculum is a program that plans lessons based on
the children's interests. Planning needs a lot of experience, and teachers must
decide what is important for the children to learn. The activity setup layout needs
to be welcoming, and the color and materials must be related. The material and
objects need to stand out to catch the children’s eyes. I need to support diversity,
math, or literacy in the activity. The teacher creates intentional teaching material
that encourages the children to build on what they already know.
What did you find challenging and rewarding about your lead days?
The lead day sounded scary to me in the middle of the semester. Lead day
practice takes place over two days, and these two days are helpful for me in
learning the routine and keeping track of time. It is important to be flexible about
what is happening in the environment and make sure to make the transition at
the right time. When I ask other teachers to do something, I find myself being
weird, especially if they are the teachers and already know what needs to be
done. The lead days taught me how important communication is with team
members.
STIGMATIZATION AND SELF-ESTEEM OF PERSONS IN RECOVERY
FROM MENTAL ILLNESS: THE ROLE OF PEER SUPPORT
MIEKE VERHAEGHE, PIET BRACKE & KEVIN BRUYNOOGHE
ABSTRACT
Background: Persons with mental health problems often experience stigmat-
ization, which can have detrimental consequences for their objective and subjective
quality of life. Previous research seeking for elements buffering this negative
association focused on coping strategies and revealed that no.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxsamuel699872
SOCW 6311 WK 7 responses
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques of their logic model as if you were a member of their work groups.
Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric Brown
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to get kicked out of school.
Provide family and caregivers appropriate materials that is needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about the dangers and how to deal with the individual who suffers from substance abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of the client.
The client who suffers from substance abuse will know the effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
The problem that the teen faces is that they have been kicked out of school for drug use. The client’s needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
Discusson 2 Ethics and Moral DevelopmentRespond to Peers Revie.docxsusanschei
Discusson 2 Ethics and Moral Development
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
NEED TO REPLY TO THESE TWO PEERS REPLY
Reply to Kirsten Lizama
According to cognitive-developmental psychologist, Lawrence Kohlberg, there are six stages of moral and ethical development. The first stage called the Preconventional Morality stage is seen mostly in young children preschool, elementary and some junior high and high school individuals. In this stage one tends to obey in order not to get caught but given the opportunity without punishment the individual is more likely to disregard others and only think of themselves. Stage two called exchange of favors is when individual start to realize others have needs to and work toward helping others if it benefits their own need without punishment or consequences. The next stage conventional morality normally is not seen until the high school level. Individuals start to be aware of there actions and how others see their behavior in society and what constitutes the norms. Stage four individuals look for confidence in their behaviors through society’s eyes. Sometimes not realizing rules of merit can lack construct and should be change for the betterment of society. Also, in this stage rules are constraining, and inflexible Stage 5 social contract, is rarely present before college level. Individuals start to see that rules set in place are to protect society and keep order and rules can be flexible and evolve with society changes. The next stage to my surprise few people ever reach the universal ethical principle stage. At this stage we are looking at diversity and respecting other beliefs and searching for ways to live among each other with our differences. Being ethical to me means openness and understanding of other intentions even if we do not believe in their methods. One ethical dilemma that has always bothered me has happen in my personal and professional life. I find that when someone is singled out for one reason or another rather it is at work or personally everyone seems to jump on the band wagon and sometimes I feel if I do not agree than I will be singled out. I will not just agree to feel apart of something. It is just the person I am and sometimes it is not the best trait, but I believe strongly in treating other how you would like to be treated in a similar situation. A college education prepares you for problem solving and critical thinking. For example, when we are faced with ethical decisions we must be able to look at both side and come to a reasonable solution. Education makes us aware, alert and knowledgeable something that is very beneficial for high positions
McDevitt, T. M.
Reply to the state whether you agree with your Read.docxbkbk37
1) Client-centered therapy is an effective approach for treating trauma and PTSD across all age groups. It focuses on building trust, empathy, and empowering patients to direct their own healing process.
2) Trauma-focused therapies for children commonly involve parents and focus on developing coping skills, processing traumatic memories, and building safety. Exposure therapy has also shown benefits for adolescents.
3) Applying client-centered therapy for trauma involves empathetically understanding the patient's perspective without judgment, to facilitate self-healing and growth.
The Importance Of A Family Intervention For Heart Failure...Paula Smith
The document discusses the importance of family interventions for heart failure patients. It notes that family influence could be an extraneous variable that needs to be controlled through a family intervention. While there are few family intervention studies for heart failure currently, guidelines promote including family in patient education. Family interventions have been shown to improve outcomes and lower hospital readmissions.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
What did you learn about yourself and your abilities to be a t.docxlillie234567
What did you learn about yourself and your abilities to be a teacher of
young children, and how you worked as part of a teaching team?
As I take this class, I see my teacher skills build every day when I come to the
lab. I see patience in all the teachers and also in me. When I have to convince
the children to make good choices, solve problems, and deal with challenging
behaviors. As a teacher, I’m a role model and a friend to the children. When I set
up an activity, I think about how I can challenge the children to do things that I
think they will learn from that activity. For example, I want the children to do math
patterns, balance with one leg, or walk on the beam without helping hands. The
children need to practice and build on their knowledge, and they learn the skills
through all the activities that they are engaged in in the class.
As a teaching team member, communication is the most important thing.
Teachers need to keep track of the ratio throughout the day. They must
communicate with other teachers in the room when they take the children to the
restroom. Announcing the change in the routine to ensure the children know what
will happen differently that day and let coworkers expect what to do. Never let
down your guard when you are with the children.
What did you learn most about planning emergent curriculum for young
children?
I learned that an emergent curriculum is a program that plans lessons based on
the children's interests. Planning needs a lot of experience, and teachers must
decide what is important for the children to learn. The activity setup layout needs
to be welcoming, and the color and materials must be related. The material and
objects need to stand out to catch the children’s eyes. I need to support diversity,
math, or literacy in the activity. The teacher creates intentional teaching material
that encourages the children to build on what they already know.
What did you find challenging and rewarding about your lead days?
The lead day sounded scary to me in the middle of the semester. Lead day
practice takes place over two days, and these two days are helpful for me in
learning the routine and keeping track of time. It is important to be flexible about
what is happening in the environment and make sure to make the transition at
the right time. When I ask other teachers to do something, I find myself being
weird, especially if they are the teachers and already know what needs to be
done. The lead days taught me how important communication is with team
members.
STIGMATIZATION AND SELF-ESTEEM OF PERSONS IN RECOVERY
FROM MENTAL ILLNESS: THE ROLE OF PEER SUPPORT
MIEKE VERHAEGHE, PIET BRACKE & KEVIN BRUYNOOGHE
ABSTRACT
Background: Persons with mental health problems often experience stigmat-
ization, which can have detrimental consequences for their objective and subjective
quality of life. Previous research seeking for elements buffering this negative
association focused on coping strategies and revealed that no.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
SOCW 6311 WK 7 responses Respond to at least two colleagues .docxsamuel699872
SOCW 6311 WK 7 responses
Respond to at least two colleagues each one has to be answered separately name first then response and references after each
Respond
to at least two colleagues
by doing all of the following
:
Offer critiques of their logic model as if you were a member of their work groups.
Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes
Instructor wants laid out like this:
Offer critiques of their logic model as if you were a member of their work groups.
Your response
Identify strengths of the logic models.
Your response
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.
Your response
Offer substantial information to assist your colleagues’ efforts such as:
Information to support their understanding of the problems and needs in this population
Your response
Suggestions related to intervention activities, and potential outcomes
Your response
References
Your response
PEER 1
Cedric Brown
RE: Discussion - Week 7
Top of Form
Post a logic model and theory of change for a practitioner-level intervention.
Children/Students with substance abuse issues
Input steps
Identify substance abuse with teen that caused the child to get kicked out of school.
Provide family and caregivers appropriate materials that is needed for dealing with someone who has substance abuse issues.
Program activities
Provides substance abuse classes for the child as well as classes for the parents to know how to cope with them.
Output steps
Have all parties involved attend all of the required meetings that are provided by the program.
Initial outcomes
Both the parents and the client will be knowledgeable about the dangers and how to deal with the individual who suffers from substance abuse.
Intermediate outcomes
Parents are knowledgeable about behaviors and tendencies of the client.
The client who suffers from substance abuse will know the effects of drug use.
The client will abstain from drug use.
Long-term outcomes
Client will not participate in any illegal drug use.
Client will have a healthy and high quality of life (Randolph, 2010).
Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.
The problem that the teen faces is that they have been kicked out of school for drug use. The client’s needs are that they feel like they are not important and found a crowd that they felt like they belonged to and started to use drugs. Some of the unmet needs that they h.
Discusson 2 Ethics and Moral DevelopmentRespond to Peers Revie.docxsusanschei
Discusson 2 Ethics and Moral Development
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
NEED TO REPLY TO THESE TWO PEERS REPLY
Reply to Kirsten Lizama
According to cognitive-developmental psychologist, Lawrence Kohlberg, there are six stages of moral and ethical development. The first stage called the Preconventional Morality stage is seen mostly in young children preschool, elementary and some junior high and high school individuals. In this stage one tends to obey in order not to get caught but given the opportunity without punishment the individual is more likely to disregard others and only think of themselves. Stage two called exchange of favors is when individual start to realize others have needs to and work toward helping others if it benefits their own need without punishment or consequences. The next stage conventional morality normally is not seen until the high school level. Individuals start to be aware of there actions and how others see their behavior in society and what constitutes the norms. Stage four individuals look for confidence in their behaviors through society’s eyes. Sometimes not realizing rules of merit can lack construct and should be change for the betterment of society. Also, in this stage rules are constraining, and inflexible Stage 5 social contract, is rarely present before college level. Individuals start to see that rules set in place are to protect society and keep order and rules can be flexible and evolve with society changes. The next stage to my surprise few people ever reach the universal ethical principle stage. At this stage we are looking at diversity and respecting other beliefs and searching for ways to live among each other with our differences. Being ethical to me means openness and understanding of other intentions even if we do not believe in their methods. One ethical dilemma that has always bothered me has happen in my personal and professional life. I find that when someone is singled out for one reason or another rather it is at work or personally everyone seems to jump on the band wagon and sometimes I feel if I do not agree than I will be singled out. I will not just agree to feel apart of something. It is just the person I am and sometimes it is not the best trait, but I believe strongly in treating other how you would like to be treated in a similar situation. A college education prepares you for problem solving and critical thinking. For example, when we are faced with ethical decisions we must be able to look at both side and come to a reasonable solution. Education makes us aware, alert and knowledgeable something that is very beneficial for high positions
McDevitt, T. M.
Reply to the state whether you agree with your Read.docxbkbk37
1) Client-centered therapy is an effective approach for treating trauma and PTSD across all age groups. It focuses on building trust, empathy, and empowering patients to direct their own healing process.
2) Trauma-focused therapies for children commonly involve parents and focus on developing coping skills, processing traumatic memories, and building safety. Exposure therapy has also shown benefits for adolescents.
3) Applying client-centered therapy for trauma involves empathetically understanding the patient's perspective without judgment, to facilitate self-healing and growth.
The Importance Of A Family Intervention For Heart Failure...Paula Smith
The document discusses the importance of family interventions for heart failure patients. It notes that family influence could be an extraneous variable that needs to be controlled through a family intervention. While there are few family intervention studies for heart failure currently, guidelines promote including family in patient education. Family interventions have been shown to improve outcomes and lower hospital readmissions.
This document discusses issues related to behavior management for children receiving cochlear implants. It begins by outlining topics covered in pre-implant psychological evaluations, such as family support and expectations. These evaluations help identify children who may benefit from intervention to address behavioral challenges. The document then describes two common childhood disorders, oppositional defiant disorder and ADHD, that can impact success. Finally, it overviews behavioral treatment approaches like modeling, reinforcement, and punishment that can help manage behaviors and facilitate positive implant outcomes.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors ladonnacamplin
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
You must use the Readings here
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83)
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?.
Child: care, health and development
,
41
(2), 178-185.
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.
Developmental Psychology
,
49
(6), 1174– 1186.
·
Document:
DSM-5 Bridge Document: Disruptive Behaviors (PDF)
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)
o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy
,
19
(3), 130–143.
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior.
Journal of Clinical Child and Adolescent Psychology
,
37
(1), 215–237.
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section.
Journal of Abnormal Psychology
,
119
(4), 683–688.
Media
· Laureate Education (Producer). (2014c).
Disruptive behaviors
[Video file]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014d).
Disruptive behaviors: Part one
[Interactive media]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014e).
Disruptive behaviors: Part two
[Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors In the DSM-IV,
attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biol ...
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
The study aimed to assess the impact of a mentor's strategic communication on adjustment problems among adolescents. Sixty adolescents were divided into experimental and control groups. The experimental group received mentorship focusing on stress management, relationships, health, social skills, and emotions. Results found the experimental group had significantly lower adjustment problems after the intervention compared to controls. Areas like home, health, and emotions saw significant improvement. Having fewer siblings and a higher educated father were also associated with fewer adjustment issues. The study concluded mentorship can help adolescents better deal with daily problems and focus on their studies.
The document discusses the history and treatment of ADHD from childhood through adulthood. It notes that ADHD was first described in 1845 but was not widely studied until the 1980s. The best treatment involves behavior therapy, coping skills development, and possibly medication, rather than viewing ADHD narrowly through a medical lens. Research shows ADHD persists into adulthood for two-thirds of those diagnosed as children. More research is still needed on females with ADHD and preventing secondary issues like depression.
The document summarizes four article reviews written by students about articles on behavioral interventions for children with autism spectrum disorder. The first review discusses how behavior intervention plans are used to address the relationship between learning and behavior for students requiring individualized support. The second review describes how early intensive behavioral intervention and caregiver training can improve language, adaptive, and social skills in children with ASD. The third review explains that behavior plans target problem behaviors through positive reinforcement and establishing rules. The last review discusses how applied behavior analysis teaches skills and reduces problematic behaviors through reinforcement of small, systematically taught skills.
This meta-analysis examined the efficacy of Acceptance and Commitment Therapy (ACT) for children. It analyzed 14 randomized controlled trials involving 1189 children. The analysis found that ACT significantly improved symptoms of anxiety and depression compared to treatment as usual or waitlist control. However, ACT was not significantly more effective than traditional cognitive behavioral therapy. ACT had similar effects to other treatments on secondary outcomes like quality of life, but produced greater improvements than no treatment. The findings indicate ACT is effective for treating child mental health issues, though not necessarily superior to CBT. More high-quality research is still needed.
Philosophies and Theories for Advanced Nursing Practice Week 5.docxwrite5
1) The document discusses learning theories and their application to nursing practice and education. It examines influences on nursing like biology, medicine, psychology and evaluates applying theories from other disciplines to nursing.
2) It provides an example of how behaviorist learning theory which focuses on stimulus-response associations and reinforcement could be applied to develop a training program targeting issues in an organization or improving patient behaviors.
3) The cognitive learning theory, which focuses on thinking, reasoning and how information is processed based on past experiences, is also discussed as useful for clinical learning through rotations. Developing interventions and planning DNP projects are suggested to apply a process-based approach to behavior change rather than seeing it as a single event.
The document provides an orientation to psychotherapy supervision. It discusses key concepts including:
- The supervisory triad of client, counselor, and supervisor and how it provides opportunities for insight and growth.
- Common models of supervision including psychodynamic, cognitive behavioral, and integrated approaches. The advantages and disadvantages of each are outlined.
- Key concepts in supervision including isomorphism, parallel process, and how "blind spots" can emerge in relationships.
- The purposes and goals of supervision including enhancing counselor skills, ensuring client welfare, and facilitating counselor development.
- Formats for supervision like case presentations, video review, and group supervision are described along with their benefits and limitations.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
Case StudyThe case study that I have chosen is titled Psychotic .docxtroutmanboris
Case Study
The case study that I have chosen is titled Psychotic Student? found on page 159 of our text by Cipani and Schock (2010), which references a male adolescent who is enrolled in both a residential and day treatment program for emotionally disturbed children. He has been demonstrating a variety of undesired and disturbing behaviors as well as a decrease in his work production through avoidance tendencies which were simply ignored therefore leading to his disengagement in academic tasks. In an attempt to increase this individual’s task completion he was restricted from leaving his seat to engage in free time or preferred activities until a specific amount of his work was completed. This strategy was also carried over into his home environment and eventually began to show a gradual improvement in the amount of non preferred tasks being completed.
Diagnosis and Suggested Intervention
Due to the disruptive and avoidant behaviors being exhibited by this particular adolescent I would diagnosis him with a disruptive behavior disorder, precisely oppositional defiant disorder (ODD) (Burnette, 2013). It could still be difficult to make this definitive diagnosis without further assessing his history with regards to development, familial and environmental background experiences, potential trauma and patterns of behaviors. There could also be the possibility of co-occurring diagnoses such as depression or anxiety for this individual which would need to be assessed through further assessment techniques such as interviews, behavioral observations and self report scales. It is mentioned that the residential and day treatment programs that he is enrolled in are for severely emotionally disturbed children indicative of the fact that he may have experienced some level of trauma in the past contributing to some of the disruptive and noncompliant actions he displays (Burke, Rowe & Boylan, 2014). Individuals with ODD are typically diagnosed prior to the age of 8 and are known to demonstrate a pattern of defiant, disruptive and hostile behavior and can also be associated with antisocial behavior as well as an increase in risk for multiple forms of psychopathology (Burnette, 2013). This particular adolescent has become increasingly incompliant with completing tasks, whereas his behaviors are now effectively aiding in his escape and avoidance of tasks (Cipani & Schock, 2010).
A proposed treatment plan for this individual would consist of cognitive behavioral intervention and behavioral parent training, which can also be implemented by the staff or teachers within his residential and day treatment programs (Matthys, Vanderschuren, Schutter & Lochman, 2014). The combination of these two intervention methods have been found to be successful in the treatment of ODD in younger aged children through adolescence with improvements in attention, social reinforcement, emotional regulation, monitoring and supervision of behavior, social skills and.
A Descriptive Review of ADHD Coaching Research Implications for College Stud...Leslie Schulte
This document summarizes 19 studies that examined outcomes of ADHD coaching. 10 of the studies focused specifically on college students. The studies showed that ADHD coaching supports improved ADHD symptoms and executive functioning. Quantitative studies generally found statistically significant benefits, while qualitative studies reported positive trends. Some studies also found improved well-being, maintenance of gains, and high participant satisfaction with coaching. ADHD coaching is distinguished from other treatments by its focus on skill acquisition and implementation to support goal attainment and performance enhancement.
The document discusses Response to Intervention (RTI) models for identifying learning disabilities and providing early intervention for struggling students. It describes the shift from an IQ-achievement discrepancy model to an RTI model focused on monitoring student response to evidence-based interventions. The RTI model uses multiple tiers of instruction with increasing intensity. Teachers require skills in progress monitoring, assessment, evidence-based instruction, and designing and evaluating behavioral interventions. Issues discussed include over-identification of students for special education and the need for early intervention to prevent failure.
15Problem Orientation and Psychologica.docxrobert345678
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructors’ name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors? what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
This document summarizes a proposed research study that aims to evaluate the in-home mediator model of autism intervention. Specifically, the study will conduct in-depth interviews with 10-15 parents who recently completed an autism intervention program to understand their experiences as mediators and identify any factors that influenced the effectiveness of the intervention. Insights from the interviews will be used to inform improvements to the services provided and guide future research comparing the mediator model to in-clinic treatment models. The interviews will be structured around five factors identified in previous research as influencing interventions: the home environment, training received, skills developed, perceptions/emotions, and areas for service improvement.
A Problem Solving Intervention for hospice caregivers a pilot study.pdfSabrina Ball
This pilot study tested a Problem Solving Intervention (PSI) with 29 informal caregivers of hospice patients to improve their coping and problem-solving skills. PSI is a structured, cognitive-behavioral intervention that teaches problem definition, alternative generation, decision making, and solution implementation. After completing three PSI sessions, caregivers reported lower anxiety, better problem solving skills, and feeling less negatively impacted by caregiving. They also perceived PSI as helpful for discussing challenges and developing plans to address them. The study provides preliminary evidence that a problem-solving approach may benefit hospice caregivers and warrants further research.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
11Different types of self-harming treatment for Borderline P.docxdrennanmicah
11
Different types of self-harming treatment for Borderline Personality Disorder I would change title to something like:
Review of Interventions for Self-Harm in the context of a diagnosis of Borderline Personality Disorder
A human being’s personality is affected by surroundings and life situations experiences (eEnvironment) and , biologically inherited traits and daily life experiences. Individual personalities may develop into long term maladaptive patterns of behavior and experiences that differ significantly from what is ‘normal’ and expected by human beings toincrease the risk of give rise to vulnerability to developing different personality disorders Wetterborg (2015). The personality disorders may be develop gradually from adolescence to adulthood and may cause distress to the individual or problems in functioning. Without proper evidence based care and treatment personality disorders may affect the way of thinking about oneself and others and emotional response that will affect how an individual will relate to other people and how one controls his or her behavior. Comment by Ibrahim, Jeyda: Could you break this into two sentences? Comment by Ibrahim, Jeyda: Subtitle- Borderline personality disorder
Borderline personality disorder (BPD) is a type of personality disorder characterized by ongoing pattern of varying mood, self-image and changing behavior. (Wetterborg, 2015)
These individuals may have mood swings, and be uncertain of their place in the world and how they see themselves, hence they may have an intense and unstable pattern relationships with other people. BPD is mostly a mental disorder and is recognized by the Statistical Manual of Mental Disorders (DMS) and is thought to affect at least one percent of the population diagnosed and three quarters are women (Daubney, 2015). This may be because of how sexes deal with criticism in different ways with males tending to cast out issues while females internalize or due to different brain functions of the sexes. Comment by Ibrahim, Jeyda: I am not sure what you mean by mostly a mental disorder? Comment by Ibrahim, Jeyda: I think this needs to be a separate sentence
These people view things in extreme cognitive biases? and may quickly change individual opinionhow they feel about people and be a result of tense relationssomeone?. There are many other symptoms relating to borderline personality disorderBPD such as unstable and distorted self-image or sense of self, having dangerous and impulsive behaviors during periods of elevated moods, self-harming behaviors and procuring thoughts of suicidal behaviors among many others. Borderline personality disorderBPD is not usually diagnosed before adolescence and symptoms may improve or even disappear with time. Full range of most symptoms appear during teenage life and early child hood because diagnosis is difficult in children and some people may not have prevalent signs and symptoms until their mid to late life. AfterIf symptoms begi.
Assessment in forensic psychology involves gathering data from multiple sources to develop a deep understanding of the person. It can involve categorization, formulation, and informing treatment. Various conceptual approaches are used, including qualitative and quantitative measurement. Prediction is a major function of assessment. Diagnosis involves identifying signs and symptoms, while formulation analyzes specific cases. Data is gathered through interviews and tests, considering factors like reliability and validity. Psychological theories help guide the assessment process, and an iterative approach integrates information over time.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
8 Pcs Vintage Lotus Letter Paper Stationery Writing PKim Daniels
The Articles of Confederation established the first government of the United States and unified the 13
original states as a confederation. It allowed the states to work together during the Revolutionary War
by giving certain powers to the Continental Congress. The Articles also defined state boundaries and
sovereignty, establishing the framework for how the new nation would be governed until it was
replaced by the U.S. Constitution in 1789.
Essay Writing Words 100 Useful Words And PhraseKim Daniels
The document discusses how Anzac Day became a sacred holiday in 1921 to commemorate and honor New Zealanders who fought in World War I. Anzac Day is celebrated annually on April 25th to remember those killed in the Gallipoli landing campaign and to honor returned service members. The day has become an important tradition in New Zealand to reflect on the sacrifices made during the war.
More Related Content
Similar to A Transactional Model Of Oppositional Behavior
This document discusses issues related to behavior management for children receiving cochlear implants. It begins by outlining topics covered in pre-implant psychological evaluations, such as family support and expectations. These evaluations help identify children who may benefit from intervention to address behavioral challenges. The document then describes two common childhood disorders, oppositional defiant disorder and ADHD, that can impact success. Finally, it overviews behavioral treatment approaches like modeling, reinforcement, and punishment that can help manage behaviors and facilitate positive implant outcomes.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors ladonnacamplin
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
You must use the Readings here
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83)
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?.
Child: care, health and development
,
41
(2), 178-185.
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.
Developmental Psychology
,
49
(6), 1174– 1186.
·
Document:
DSM-5 Bridge Document: Disruptive Behaviors (PDF)
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)
o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy
,
19
(3), 130–143.
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior.
Journal of Clinical Child and Adolescent Psychology
,
37
(1), 215–237.
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section.
Journal of Abnormal Psychology
,
119
(4), 683–688.
Media
· Laureate Education (Producer). (2014c).
Disruptive behaviors
[Video file]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014d).
Disruptive behaviors: Part one
[Interactive media]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014e).
Disruptive behaviors: Part two
[Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors In the DSM-IV,
attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biol ...
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
The study aimed to assess the impact of a mentor's strategic communication on adjustment problems among adolescents. Sixty adolescents were divided into experimental and control groups. The experimental group received mentorship focusing on stress management, relationships, health, social skills, and emotions. Results found the experimental group had significantly lower adjustment problems after the intervention compared to controls. Areas like home, health, and emotions saw significant improvement. Having fewer siblings and a higher educated father were also associated with fewer adjustment issues. The study concluded mentorship can help adolescents better deal with daily problems and focus on their studies.
The document discusses the history and treatment of ADHD from childhood through adulthood. It notes that ADHD was first described in 1845 but was not widely studied until the 1980s. The best treatment involves behavior therapy, coping skills development, and possibly medication, rather than viewing ADHD narrowly through a medical lens. Research shows ADHD persists into adulthood for two-thirds of those diagnosed as children. More research is still needed on females with ADHD and preventing secondary issues like depression.
The document summarizes four article reviews written by students about articles on behavioral interventions for children with autism spectrum disorder. The first review discusses how behavior intervention plans are used to address the relationship between learning and behavior for students requiring individualized support. The second review describes how early intensive behavioral intervention and caregiver training can improve language, adaptive, and social skills in children with ASD. The third review explains that behavior plans target problem behaviors through positive reinforcement and establishing rules. The last review discusses how applied behavior analysis teaches skills and reduces problematic behaviors through reinforcement of small, systematically taught skills.
This meta-analysis examined the efficacy of Acceptance and Commitment Therapy (ACT) for children. It analyzed 14 randomized controlled trials involving 1189 children. The analysis found that ACT significantly improved symptoms of anxiety and depression compared to treatment as usual or waitlist control. However, ACT was not significantly more effective than traditional cognitive behavioral therapy. ACT had similar effects to other treatments on secondary outcomes like quality of life, but produced greater improvements than no treatment. The findings indicate ACT is effective for treating child mental health issues, though not necessarily superior to CBT. More high-quality research is still needed.
Philosophies and Theories for Advanced Nursing Practice Week 5.docxwrite5
1) The document discusses learning theories and their application to nursing practice and education. It examines influences on nursing like biology, medicine, psychology and evaluates applying theories from other disciplines to nursing.
2) It provides an example of how behaviorist learning theory which focuses on stimulus-response associations and reinforcement could be applied to develop a training program targeting issues in an organization or improving patient behaviors.
3) The cognitive learning theory, which focuses on thinking, reasoning and how information is processed based on past experiences, is also discussed as useful for clinical learning through rotations. Developing interventions and planning DNP projects are suggested to apply a process-based approach to behavior change rather than seeing it as a single event.
The document provides an orientation to psychotherapy supervision. It discusses key concepts including:
- The supervisory triad of client, counselor, and supervisor and how it provides opportunities for insight and growth.
- Common models of supervision including psychodynamic, cognitive behavioral, and integrated approaches. The advantages and disadvantages of each are outlined.
- Key concepts in supervision including isomorphism, parallel process, and how "blind spots" can emerge in relationships.
- The purposes and goals of supervision including enhancing counselor skills, ensuring client welfare, and facilitating counselor development.
- Formats for supervision like case presentations, video review, and group supervision are described along with their benefits and limitations.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
Case StudyThe case study that I have chosen is titled Psychotic .docxtroutmanboris
Case Study
The case study that I have chosen is titled Psychotic Student? found on page 159 of our text by Cipani and Schock (2010), which references a male adolescent who is enrolled in both a residential and day treatment program for emotionally disturbed children. He has been demonstrating a variety of undesired and disturbing behaviors as well as a decrease in his work production through avoidance tendencies which were simply ignored therefore leading to his disengagement in academic tasks. In an attempt to increase this individual’s task completion he was restricted from leaving his seat to engage in free time or preferred activities until a specific amount of his work was completed. This strategy was also carried over into his home environment and eventually began to show a gradual improvement in the amount of non preferred tasks being completed.
Diagnosis and Suggested Intervention
Due to the disruptive and avoidant behaviors being exhibited by this particular adolescent I would diagnosis him with a disruptive behavior disorder, precisely oppositional defiant disorder (ODD) (Burnette, 2013). It could still be difficult to make this definitive diagnosis without further assessing his history with regards to development, familial and environmental background experiences, potential trauma and patterns of behaviors. There could also be the possibility of co-occurring diagnoses such as depression or anxiety for this individual which would need to be assessed through further assessment techniques such as interviews, behavioral observations and self report scales. It is mentioned that the residential and day treatment programs that he is enrolled in are for severely emotionally disturbed children indicative of the fact that he may have experienced some level of trauma in the past contributing to some of the disruptive and noncompliant actions he displays (Burke, Rowe & Boylan, 2014). Individuals with ODD are typically diagnosed prior to the age of 8 and are known to demonstrate a pattern of defiant, disruptive and hostile behavior and can also be associated with antisocial behavior as well as an increase in risk for multiple forms of psychopathology (Burnette, 2013). This particular adolescent has become increasingly incompliant with completing tasks, whereas his behaviors are now effectively aiding in his escape and avoidance of tasks (Cipani & Schock, 2010).
A proposed treatment plan for this individual would consist of cognitive behavioral intervention and behavioral parent training, which can also be implemented by the staff or teachers within his residential and day treatment programs (Matthys, Vanderschuren, Schutter & Lochman, 2014). The combination of these two intervention methods have been found to be successful in the treatment of ODD in younger aged children through adolescence with improvements in attention, social reinforcement, emotional regulation, monitoring and supervision of behavior, social skills and.
A Descriptive Review of ADHD Coaching Research Implications for College Stud...Leslie Schulte
This document summarizes 19 studies that examined outcomes of ADHD coaching. 10 of the studies focused specifically on college students. The studies showed that ADHD coaching supports improved ADHD symptoms and executive functioning. Quantitative studies generally found statistically significant benefits, while qualitative studies reported positive trends. Some studies also found improved well-being, maintenance of gains, and high participant satisfaction with coaching. ADHD coaching is distinguished from other treatments by its focus on skill acquisition and implementation to support goal attainment and performance enhancement.
The document discusses Response to Intervention (RTI) models for identifying learning disabilities and providing early intervention for struggling students. It describes the shift from an IQ-achievement discrepancy model to an RTI model focused on monitoring student response to evidence-based interventions. The RTI model uses multiple tiers of instruction with increasing intensity. Teachers require skills in progress monitoring, assessment, evidence-based instruction, and designing and evaluating behavioral interventions. Issues discussed include over-identification of students for special education and the need for early intervention to prevent failure.
15Problem Orientation and Psychologica.docxrobert345678
1
5
Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?
Student's name; students' names
Department affiliation; university affiliation
Course name; course number
Instructors’ name
Assignment due date
Part One
The development of essential attitudes and abilities that help determine a person's susceptibility to psychological discomfort occurs throughout adolescence's formative years. This particular research aimed to investigate the relationship between problem-solving-oriented and cognitive-behavioral techniques for emotion regulation and levels of psychological discomfort (Speyer etal.,2021).
Notably, the issue of violence among adolescents is increasingly recognized as a severe problem in terms of public health. However, little research has investigated the importance of techniques to control cognitive emotion in teenagers, despite the increased interest in psychographic risk factors for violent conduct. The primary focus of this study will be to investigate the frequency of violent behaviors shown by adolescents and to determine the nature of the connection that exists between specific coping mechanisms for regulating cognition and emotion and various manifestations of aggressive behavior. Using confidential, self-reporting questionnaires, the research will conduct a cross-sectional survey of 3,315 students in grades 7 to 10 to investigate methods by which young adolescents may manage their cognitive processes, emotions, and actions connected to violence. The participants will be notified about the survey, but their personal information will not be public under any circumstances since this would violate ethical standards.
The influence of a father on his children might also vary depending on the gender and age of the kid. For boys, parental psychological distress is related to higher internalizing and externalizing issues throughout early adolescence. This finding lends credence to the notion that this stage of development may be especially significant in father-son exchanges. On the other hand, there is a correlation between maternal and paternal psychological discomfort in early infancy and increased levels of internalizing and externalizing difficulties in females (Speyer et al.,2021). Growing up with a father who struggles with mental illness may make girls more reserved, reducing the possibility that they would acquire issues that are manifested outside their bodies. This is one of the possible explanations.
Part Two
The whole of this project shall be guided by the research questions below: (what is the prevalence of adolescent violent behaviors? what is the relationship between specific strategies to regulate cognitive emotion and forms of violent behavior?)
To help operationalize the variables, a logistic regression model will be used to determine the nature of the connection between specific violent actions .
This document summarizes a proposed research study that aims to evaluate the in-home mediator model of autism intervention. Specifically, the study will conduct in-depth interviews with 10-15 parents who recently completed an autism intervention program to understand their experiences as mediators and identify any factors that influenced the effectiveness of the intervention. Insights from the interviews will be used to inform improvements to the services provided and guide future research comparing the mediator model to in-clinic treatment models. The interviews will be structured around five factors identified in previous research as influencing interventions: the home environment, training received, skills developed, perceptions/emotions, and areas for service improvement.
A Problem Solving Intervention for hospice caregivers a pilot study.pdfSabrina Ball
This pilot study tested a Problem Solving Intervention (PSI) with 29 informal caregivers of hospice patients to improve their coping and problem-solving skills. PSI is a structured, cognitive-behavioral intervention that teaches problem definition, alternative generation, decision making, and solution implementation. After completing three PSI sessions, caregivers reported lower anxiety, better problem solving skills, and feeling less negatively impacted by caregiving. They also perceived PSI as helpful for discussing challenges and developing plans to address them. The study provides preliminary evidence that a problem-solving approach may benefit hospice caregivers and warrants further research.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
11Different types of self-harming treatment for Borderline P.docxdrennanmicah
11
Different types of self-harming treatment for Borderline Personality Disorder I would change title to something like:
Review of Interventions for Self-Harm in the context of a diagnosis of Borderline Personality Disorder
A human being’s personality is affected by surroundings and life situations experiences (eEnvironment) and , biologically inherited traits and daily life experiences. Individual personalities may develop into long term maladaptive patterns of behavior and experiences that differ significantly from what is ‘normal’ and expected by human beings toincrease the risk of give rise to vulnerability to developing different personality disorders Wetterborg (2015). The personality disorders may be develop gradually from adolescence to adulthood and may cause distress to the individual or problems in functioning. Without proper evidence based care and treatment personality disorders may affect the way of thinking about oneself and others and emotional response that will affect how an individual will relate to other people and how one controls his or her behavior. Comment by Ibrahim, Jeyda: Could you break this into two sentences? Comment by Ibrahim, Jeyda: Subtitle- Borderline personality disorder
Borderline personality disorder (BPD) is a type of personality disorder characterized by ongoing pattern of varying mood, self-image and changing behavior. (Wetterborg, 2015)
These individuals may have mood swings, and be uncertain of their place in the world and how they see themselves, hence they may have an intense and unstable pattern relationships with other people. BPD is mostly a mental disorder and is recognized by the Statistical Manual of Mental Disorders (DMS) and is thought to affect at least one percent of the population diagnosed and three quarters are women (Daubney, 2015). This may be because of how sexes deal with criticism in different ways with males tending to cast out issues while females internalize or due to different brain functions of the sexes. Comment by Ibrahim, Jeyda: I am not sure what you mean by mostly a mental disorder? Comment by Ibrahim, Jeyda: I think this needs to be a separate sentence
These people view things in extreme cognitive biases? and may quickly change individual opinionhow they feel about people and be a result of tense relationssomeone?. There are many other symptoms relating to borderline personality disorderBPD such as unstable and distorted self-image or sense of self, having dangerous and impulsive behaviors during periods of elevated moods, self-harming behaviors and procuring thoughts of suicidal behaviors among many others. Borderline personality disorderBPD is not usually diagnosed before adolescence and symptoms may improve or even disappear with time. Full range of most symptoms appear during teenage life and early child hood because diagnosis is difficult in children and some people may not have prevalent signs and symptoms until their mid to late life. AfterIf symptoms begi.
Assessment in forensic psychology involves gathering data from multiple sources to develop a deep understanding of the person. It can involve categorization, formulation, and informing treatment. Various conceptual approaches are used, including qualitative and quantitative measurement. Prediction is a major function of assessment. Diagnosis involves identifying signs and symptoms, while formulation analyzes specific cases. Data is gathered through interviews and tests, considering factors like reliability and validity. Psychological theories help guide the assessment process, and an iterative approach integrates information over time.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
Similar to A Transactional Model Of Oppositional Behavior (20)
8 Pcs Vintage Lotus Letter Paper Stationery Writing PKim Daniels
The Articles of Confederation established the first government of the United States and unified the 13
original states as a confederation. It allowed the states to work together during the Revolutionary War
by giving certain powers to the Continental Congress. The Articles also defined state boundaries and
sovereignty, establishing the framework for how the new nation would be governed until it was
replaced by the U.S. Constitution in 1789.
Essay Writing Words 100 Useful Words And PhraseKim Daniels
The document discusses how Anzac Day became a sacred holiday in 1921 to commemorate and honor New Zealanders who fought in World War I. Anzac Day is celebrated annually on April 25th to remember those killed in the Gallipoli landing campaign and to honor returned service members. The day has become an important tradition in New Zealand to reflect on the sacrifices made during the war.
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1) Breakfast provides energy after a 6-10 hour fasting period which increases brain performance and concentration. Studies show people who eat breakfast are more focused than those who skip it.
2) Eating breakfast helps kickstart metabolism which reduces hunger throughout the day and can assist with weight loss by preventing overeating at later meals.
3) Breakfast has mental health benefits as well, as eating in the morning establishes a routine that reduces stress and improves mood.
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3. As Edna gains independence and individuality, she is likened more to a free bird attempting flight. Though Edna dies pursuing freedom, the novel inspired real women to do the same.
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The document discusses quantifying the 4 week incidence, timing, and predictors of ischemic stroke after trauma in a young cohort by electronically identifying trauma patients aged 16-50 from statewide trauma registries and hospital discharge databases and following them for ischemic stroke using state stroke registries and readmission data. Researchers found that the 4 week incidence of ischemic stroke after trauma was 0.11%, with the highest risk during the first week, and that predictors included increasing age, male sex, intracranial injury, and substance abuse.
The document outlines 5 steps for requesting writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadlines, reviewing bids from writers and choosing one based on qualifications, placing a deposit to start the assignment, and reviewing and authorizing payment for the completed paper if satisfied with the results. The process utilizes a bidding system to match requests with qualified writers.
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- The sensible oxymoron framework helps
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Leveraging Generative AI to Drive Nonprofit Innovation
A Transactional Model Of Oppositional Behavior
1. A transactional model of oppositional behavior
Underpinnings of the Collaborative Problem Solving approach
Ross W. Greenea,
*, J. Stuart Ablona
, Jennifer C. Goringb
a
CPS Institute, Department of Psychiatry, Massachusetts General Hospital and Harvard Medical School, Boston, MA 02114, USA
b
Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
Received 9 January 2002; accepted 17 September 2002
Abstract
Oppositional defiant disorder (ODD) refers to a recurrent
pattern of developmentally inappropriate levels of negativistic,
defiant, disobedient, and hostile behavior toward authority figures.
ODD is one of the most common (and debilitating) comorbid
disorders within Tourette’s disorder (TD). Diverse psychosocial
treatment approaches have been applied to children’s ODD-related
behaviors. In this paper, the authors articulate a transactional
developmental conceptualization of oppositional behavior and
describe a cognitive-behavioral model of intervention — called
Collaborative Problem Solving (CPS) — emanating from this
conceptualization. The specific goals of the CPS approach are to
help adults (1) understand the specific adult and child character-
istics contributing to the development of a child’s oppositional
behavior; (2) become cognizant of three basic strategies for
handling unmet expectations, including (a) imposition of adult
will, (b) CPS, and (c) removing the expectation; (3) recognize the
impact of each of these three approaches on parent–child
interactions; and (4) become proficient, along with their children,
at CPS as a means of resolving disagreements and defusing
potentially conflictual situations so as to reduce oppositional
episodes and improve parent–child compatibility. Summary data
from an initial study documenting the effectiveness of the CPS
approach (in comparison to the standard of care) are also presented.
D 2003 Elsevier Inc. All rights reserved.
Oppositional defiant disorder (ODD) refers to a recurrent
pattern of developmentally inappropriate levels of negativ-
istic, defiant, disobedient, and hostile behavior toward
authority figures. Behaviors associated with ODD include
temper outbursts (sometimes referred to as rage attacks);
persistent stubbornness; resistance to directions; unwilling-
ness to compromise, give in, or negotiate with adults or
peers; deliberate or persistent testing of limits; and verbal
(and minor physical) aggression. These behaviors are almost
always present in the home and with individuals the child
knows well, and often occur simultaneously with low self-
esteem, mood lability, low frustration tolerance, and swear-
ing [3]. ODD is one of the most common (and debilitating)
comorbid disorders within Tourette’s disorder (TD); data
suggest that approximately 65% of children diagnosed with
TD have comorbid ODD [37]. In the general population, the
prevalence of ODD ranges from 2% to 16% [3].
In research, ODD has been relatively neglected as a
distinct entity, and has seldom been considered separately
from conduct disorder (CD) [41,60,61], probably because
ODD has heretofore been viewed simply as an early variant
of CD (as noted in Ref. [84]). Support for this view has
come from data showing that a majority of children diag-
nosed with CD exhibit the behaviors associated with ODD
concurrently or at an earlier age (e.g., Refs. [26,43,62,69]).
While such findings provide support for the belief that there
is considerable continuity between ODD and CD, this
continuity is by no means perfect. Indeed, approximately
two-thirds of children diagnosed with ODD do not sub-
sequently develop CD [8,41,43,61].
Diverse psychosocial treatment approaches have been
applied to children’s ODD-related behaviors. Models
known alternatively as ‘‘parent training’’ (PT) and ‘‘behav-
ioral family therapy,’’ while differing slightly in their
relative emphases on specific aspects of social learning
0022-3999/03/$ – see front matter D 2003 Elsevier Inc. All rights reserved.
doi:10.1016/S0022-3999(02)00585-8
* Corresponding author. Tel.: +1-617-965-3000; fax: +1-617-965-3080.
E-mail address: greene@helik.mgh.harvard.edu (R.W. Greene).
Journal of Psychosomatic Research 55 (2003) 67–75
2. theory, have focused primarily on altering patterns of
parental discipline that contribute to the development of
oppositional behavior and problematic parent–child
exchanges [72]. Skills typically taught to parents in such
programs include positive attending, use of appropriate
commands, contingent attention and reinforcement, and
use of a time-out procedure (see Ref. [72]). In general,
research has documented the efficacy of these procedures
(see Ref. [12] for a comprehensive review), and several
intervention programs emanating from these models have
been identified as either ‘‘well-established’’ (the Living with
Children program [78] and videotape modeling parent
training [88–90]) or as ‘‘probably efficacious’’ (including
parent–child interaction therapy [22]).
However, this same body of research has also docu-
mented various limitations of PT. First, a substantial number
of parents who receive PT do not fully comply with
implementation or drop out of treatment altogether (e.g.,
Ref. [82]), suggesting that this form of intervention may not
be well-matched to the needs and characteristics of many of
those responsible for implementation [32]. Most studies
examining the efficacy of PT have presented data only for
those who remained in treatment rather than those who
began treatment. Among those who remain in treatment, PT
has been shown to produce statistically significant changes
in oppositional behavior, but very few studies have reported
clinically significant changes [50]. Indeed, 30–40% of
those children remaining in treatment continue to evid-
ence behavior problems in the clinical range at follow-up
[49,89]. Data have shown that a significant percentage of
children — perhaps higher than 50% — are not functioning
within the normal range when such treatment is completed
[19]. Finally, the vast majority of studies examining the
efficacy of PT has not included clinically referred youth
[50,77], and has typically failed to examine long-term treat-
ment effects [49,50], although noteworthy exceptions to the
latter issue exist [47]. In view of these limitations, it is
reasonable to conclude the following about PT: (a) a mean-
ingful percentage of children and parents do not derive
substantial benefit from PT; and therefore (b) alternative
treatments that more adequately address the needs of these
children and parents must be developed and studied [32].
Alternative models of intervention have placed relatively
greater emphasis on cognitive factors underlying ODD
rather than on behavior per se (see Refs. [15,16,53–55]).
Such models emanate from research highlighting the frus-
tration and emotional arousal that often accompany extern-
ally imposed demands for compliance [4,45,57,59,87]. The
skill of compliance–defined as the capacity to defer or delay
one’s own goals in response to the imposed goals or stand-
ards of an authority figure — can be considered one of many
developmental expressions of a young child’s evolving
capacities in the domains of emotion regulation, frustration
tolerance, problem solving, and adaptation [71,81,87]. As
described below, a variety of factors may compromise a
child’s skills in these domains, including executive deficits,
irritability, mood instability, anxiety/obsessiveness, impair-
ments in social cognition and social skills, language process-
ing impairments, and deficits in nonverbal skills [32,38], and
researchers have documented high rates of many of these
difficulties in children with ODD [36,37,63]. Thus, these
alternative models of intervention have focused on address-
ing the cognitive deficiencies (a lack or insufficient amount
of cognitive activity in situations requiring such activity)
and/or cognitive distortions (active but inaccurate or malad-
aptive cognitive processing) of oppositional or aggressive
children (see Ref. [56] for a more comprehensive discussion
of cognitive deficiencies and distortions). Several such
intervention models have been identified as ‘‘probably effi-
cacious,’’ including problem solving training [51,52], anger
management programs [23–25,64–66], and multisystemic
therapy [40].
A transactional model of ODD
Consistent with theories underscoring the reciprocal
nature of adult–child transactions [83], developmental psy-
chologists have emphasized that children’s emotion regu-
lation, frustration tolerance, and problem solving skills do
not develop independently of the manner by which import-
ant adults teach and model these skills [57]. Nor do child-
ren’s capacities for complying with adult directives develop
independently of the manner by which caregivers impose
expectations for compliance and respond to deviations from
these expectations. Indeed, adult–child transactions are
thought to exert significant influence on a child’s evolving
cognitive skills quite early in development, and may be
especially crucial at the point at which noncompliant and
oppositional behaviors emerge [38]. The method by which
caregivers respond to deviations from expectations for com-
pliance can serve to increase or decrease a child’s frustration
and arousal [46,58,59] and to alter or fuel emerging re-
sponse biases in both child and adult. In other words, if
the environment responds to a child’s compromised self-
regulation and affective modulation skills in a manner that
exacerbates the child’s existing difficulties, a maladaptive,
automatic adult–child response cycle may develop, making
change much more difficult to achieve [75]. A succinct
description of the scenario that ensues when these processes
go awry can be found in the DSM-IV [3]: ‘‘(ODD) may
(contribute to) a vicious cycle in which the parent and child
bring out the worst in each other.’’
The transactional or reciprocal model (see Ref. [83])
posits that a child’s outcome is a function of the degree of
‘‘fit’’ or ‘‘compatibility’’ between child and adult character-
istics. A high level of adult–child compatibility is thought
to produce optimal outcomes, whereas a high level of
incompatibility is thought to produce less optimal outcomes.
From a transactional perspective, oppositional behavior
would simply be viewed as one of many possible mani-
festations of parent–child incompatibility, in which the
R.W. Greene et al. / Journal of Psychosomatic Research 55 (2003) 67–75
68
3. characteristics of one interaction partner (e.g., the child) are
poorly matched to the characteristics of the second inter-
action partner (e.g., the parent), thereby contributing to
disadvantageous behavior in both partners, which, over
time, contributes to more durable patterns of incompatibil-
ity. Such a conceptualization has important implications for
the process and goals of treatment. Interventions aimed at
reducing children’s oppositional behavior must take into
account the transactional processes (incompatibilities
between child and adult characteristics) giving rise to such
behavior. Moreover, effective treatment will require the
active involvement of child and adult. Further, the primary
goal of treatment is to address and resolve issues related to
adult–child incompatibility.
These intervention components have been incorporated
into a cognitive-behavioral model of intervention known as
the Collaborative Problem Solving (CPS) approach [32,
34,35], a model of intervention aimed at achieving the
following treatment goals: (1) understand the specific adult
and child characteristics contributing to the development of
a child’s oppositional behavior; (2) help adults become
cognizant of three basic strategies for handling unmet
expectations, including (a) imposition of adult will, (b)
CPS, and (c) removing the expectation; (3) help adults
recognize the impact of each of these three strategies on
parent–child interactions; and (4) help adults and children
become proficient at CPS as a means of resolving dis-
agreements and defusing potentially conflictual situations
so as to reduce oppositional episodes and improve parent–
child compatibility.
Before describing this model of intervention in greater
detail, let us first more fully examine the child and adult
characteristics that may contribute to adult–child incompat-
ibility. Because there has been an historical overemphasis on
adult characteristics, we begin with a (nonexhaustive) sam-
pling of child characteristics. It is not our intention to
establish the primacy of child characteristics in the devel-
opment of oppositional behavior. Rather, the goal is to
emphasize the importance and implications of taking such
characteristics into account in a transactional conceptualiza-
tion of ODD.
Child characteristics contributing to oppositional
behavior
As noted above, many of the psychiatric disorders that
are commonly comorbid with ODD may set the stage for
compromised skills in the domains of emotion regulation,
problem solving, frustration tolerance, and adaptation. For
example, attention-deficit/hyperactivity disorder (ADHD) is
a diagnosis often applied to children compromised in the
skills of self-regulation, deficiencies in higher-order problem
solving, and adjusting behavior to fit shifting environmen-
tal demands [42,91], and the overlap and developmental
continuity between ADHD and ODD is well-established
[2,9,17,43,61,67,68,74,85]. Current data suggest that ap-
proximately 65% of children diagnosed with ADHD have
comorbid ODD, and that over 80% of children diagnosed
with ODD have comorbid ADHD [37]. Moreover, it is
extremely common for children with TD to be diagnosed
with comorbid ADHD [14,86].
Of late, researchers have focused on the specific cognit-
ive skills deficits underlying ADHD, with particular
emphasis on executive skills (Refs. [6,18,28,73,80]). While
there is disagreement regarding the precise cognitive skills
comprising the executive functions (see Ref. [70]), there
seems little disagreement regarding the detrimental effects
of executive skill deficits on adaptive human functioning
(see Refs. [20,21]). A variety of cognitive skills have been
characterized as ‘‘executive,’’ including working memory,
defined as an individual’s capacity to hold events in his
or her mind while bringing to bear hindsight and fore-
thought for the purpose of acting on the events (see
Refs. [27,28,79]); self-regulation, defined as an individu-
al’s capacity to regulate arousal in the service of goal-
directed action (see Ref. [6]); shifting cognitive set, which
refers to the efficiency and flexibility by which an
individual shifts from the rules and expectations of one
situation to the rules and expectations of another (see Ref.
[39]); and problem solving, which refers to an individual’s
capacity to organize a coherent plan of action in response
to a problem or frustration (see Ref. [11]).
It has been argued that deficits in executive skills have
the potential to compromise a child’s capacity to respond to
adult directives in an adaptive (compliant) manner [32,38].
For example, a child compromised in the domain of
working memory might experience significant difficulty
efficiently reflecting upon both the previous consequences
of noncompliance (hindsight) and the anticipated conse-
quences of potential actions (forethought). A child compro-
mised in the capacity to regulate arousal might respond to
the frustration that occurs in the context of imposed
demands for compliance with a high level of emotional
reactivity (e.g., screaming, crying, and swearing) rather than
an appropriate level of reason and reflection. In a child
compromised in the skill of shifting cognitive set, one might
reasonably expect that the capacity to comply rapidly with
adult directives might also be compromised (directives
typically require the recipient to shift from the mindset that
immediately preceded the directive to the mindset imposed
by the environment).
How might a child’s executive deficits be incorporated
into a transactional conceptualization of ODD? It seems
clear that executive deficits do not guarantee that a child
will develop ODD (recall that 35% of children diagnosed
with ADHD are not diagnosed with ODD). From a trans-
actional perspective, it is the degree of compatibility
between a child with ADHD and their adult caretakers that
determines whether oppositional (or other maladaptive)
behaviors are ultimately expressed. If, for example, a child
with executive deficits was ‘‘paired’’ with an adult who, due
R.W. Greene et al. / Journal of Psychosomatic Research 55 (2003) 67–75 69
4. to depression or irritability, frequently imposed demands for
rapid shifting of cognitive set and exhibited little tolerance
for or understanding of slow or impulsive responding, we
would predict a low level of compatibility, at least in those
interactions tapping into this aspect of their interactions. By
contrast, if the child was ‘‘paired’’ with an adult who was
aware of this area of incompatibility, cognizant of the
situations in which this domain of interactions was likely
to be most problematic, and interacted with the child in a
way that minimized the adverse effects of such interactions,
we would predict a higher level of compatibility.
The overlap between ODD and mood and anxiety dis-
orders is also increasingly documented. Researchers have
shown extremely high rates of ODD in children diagnosed
with depression and bipolar disorder [5,8,30,92,93]. In one
study, nearly 70% of children diagnosed with severe major
depression and 85% of children diagnosed with bipolar
disorder were also diagnosed with ODD [37]. Indeed, it is
ODD youth with mood disorders who may be at particular
risk for the development of CD [37]. Meaningful rates of
anxiety disorders have also been found in youth with ODD.
Greene et al. [37] found that over 60% of youth diagnosed
with ODD had a comorbid anxiety disorder, and that 45% of
youth diagnosed with an anxiety disorder had comorbid
ODD. The overlap between ODD and obsessiveness may be
particularly compelling [29,76]. Researchers have also
shown that approximately 30% of youth with TD also have
a concurrent mood disorder; a similar rate of comorbidity
has also been found between TD and obsessive-compulsive
disorder [14].
As noted above, emotion regulation skills develop in early
infancy and increase in complexity and sophistication as a
child matures. Children who fail to develop such skills at an
expected or advantageous pace may be over- or under-
reactive to a wide range of affectively charged situations
[87]. Children whose tendency is to overreact to affectively
charged situations may find the physiological and emotional
arousal associated with such situations difficult to regulate,
may become cognitively debilitated in the midst of such
arousal (a phenomenon referred to as ‘‘cognitive incapacita-
tion’’ by Zillman [94]), and may consequently respond to
such situations with more affect (e.g., screaming and swear-
ing) than reason (rational problem solving) and a reduced
capacity to inhibit aggression [38]. The ‘‘affective storms’’
(prolonged and aggressive temper outbursts) seen in children
with bipolar disorder (described in Ref. [92]) may be con-
sidered an example of such overreactivity. Such temper
outbursts — which may include threatening or attacking
others — seem to be associated with a pervasive irritable
mood and are described as less organized and goal-directed
than the outbursts of children whose aggression is proactive
[92]. The rage attacks seen in children with TD–explosive
anger, irritability, temper outbursts, and aggression — appear
to resemble this pattern as well [14]. Children who tend to
underreact to affectively charged situations may have dif-
ficulty mustering the requisite emotional and cognitive
resources to respond to such situations adaptively and may
respond to these situations in ways that reflect a similar level
of debilitation and maladaptiveness (e.g., crying and with-
drawing). Along similar lines, researchers have described a
pattern of behavior referred to as ‘‘obsessive difficult tem-
perament’’ in which the primary features include irritability,
obsessive rigidity, and emotional reactivity, and typical
behaviors include oppositionality, temper tantrums, and poor
response to new situations (see Ref. [29]). Taken together,
there would appear to be strong suggestion that compromised
emotion regulation skills — in the form of depressed mood,
irritability, mood instability, anxiety, or obsessiveness — has
the potential to compromise a child’s capacity to respond to
adult requests in an adaptive (compliant) fashion.
How might a child’s difficulties with emotion regulation
inform a transactional conceptualization of ODD? As with
executive deficits, it is clear that mood and anxiety disorders
do not guarantee that a child will develop ODD. Once again,
it is the degree of compatibility between an irritable or
anxious child and characteristics of his or her adult care-
takers that determines whether oppositional (or other mal-
adaptive) behaviors are ultimately expressed. If an irritable
or anxious child was ‘‘paired’’ with an adult who was ex-
periencing considerable job stress and responded to the
child in an impatient, inflexible, perhaps explosive manner,
we might predict a low level of compatibility, at least as
regards those interactions tapping into this area of incom-
patibility. By contrast, if the child was ‘‘paired’’ with an
adult who was knowledgeable about and sensitive to the
adult and child characteristics contributing to such incom-
patibility, aware of the situations in which this incompat-
ibility was likely to be most problematic, and able to set the
stage for interacting with the child in a way that minimized
the adverse effects of this incompatibility, we would predict
a higher level of compatibility.
Language development is also crucial to the evolution of
problem solving, emotion regulation, frustration tolerance,
and adaptability. Not surprisingly, there is a demonstrated
association between ODD and language impairment. Greene
et al. [37] have shown that over 20% of youth diagnosed
with ODD have a comorbid language processing disorder,
and that 55% of youth with language processing disorders
are also diagnosed with ODD. Thus, it is useful to explore
the potential mechanisms by which language processing
delays might give rise to adult–child incompatibility and a
child’s oppositional behavior.
Cognitive skills such as labeling, categorizing, and
communicating feelings and needs, and identifying and
selecting corresponding behavioral strategies are strongly
mediated by language [13]. Language permits children to
obtain verbal feedback about the appropriateness of the
behavioral strategies they select, thereby facilitating the
capacity to think about and reflect on previous and future
actions [59]. Those children compromised in the capacity to
label emotions may have difficulty identifying and intern-
alizing an adaptive repertoire of behavior strategies for
R.W. Greene et al. / Journal of Psychosomatic Research 55 (2003) 67–75
70
5. responding to such emotions. Children limited in the capa-
city to communicate their emotions and needs may have
difficulty participating in give-and-take interactions in a
flexible, facile, adaptive manner. Those who have difficulty
reflecting on previous and future actions may fail to
manifest ‘‘repertoire expansion,’’ may exhibit delays in
problem solving skills, and may consequently respond to
various situations in a manner reflective of a very narrow
range of response options [38].
As with executive deficits and mood and anxiety disor-
ders, it is clear that while language impairment heightens a
child’s risk for oppositional behavior, such an outcome is by
no means guaranteed. However, at the risk of redundancy, it
is the degree of compatibility between a child with linguistic
delays and their adult caretakers that determines whether
oppositional (or other maladaptive) behaviors are ultimately
expressed. If a linguistically impaired child was, for
example, to be paired with an adult who, perhaps because
of executive deficits or anxiety, imposed demands for
immediate responding to adult queries, we would predict a
low level of compatibility, at least in those interactions
tapping into this domain of their interactions. By contrast,
if the child was ‘‘paired’’ with an adult who was aware of
this area of incompatibility, cognizant of the situations in
which this domain of interactions was likely to be most
problematic, and interacted with the child in a way that
minimized the adverse effects of such interactions, we
would predict a higher level of compatibility.
Adult characteristics associated with ODD
As noted above, a transactional approach to ODD —
truly understanding the areas of incompatibility that give
rise to oppositional behavior — requires an understanding of
the characteristics of both child and adult. In the above
section, it was implied that various adult characteristics
might contribute to parent–child incompatibility. The dif-
ficulty in examining these adult characteristics more fully is
that the majority of research examining adult characteristics
flows from unidirectional theories emphasizing inept parent-
ing practices as the primary factor influencing the devel-
opment of oppositional or aggressive behavior in children.
In other words, such research stemmed from a clear
assumption about causality (i.e., parents are the primary
agents influencing parent–child interactions).
For example, Baumrind [7] found that socially competent
children tend to have ‘‘authoritative’’ mothers (mothers who
set a positive emotional context for parent–child interac-
tions, characterized by warmth and nurturance, while still
placing limits, demands, and controls). By contrast, aggress-
ive children were found to have ‘‘permissive’’ mothers who
responded to their children in an inconsistent manner, often
failing to impose clear limits especially when their children
exhibited extreme negative behaviors or prolonged attempts
to control them. Anxious children tended to have ‘‘author-
itarian’’ mothers who were negative and punitive and
showed little warmth and responsiveness but rather placed
strict limits and controls that inhibited the development of
their children’s autonomy and social skills. These parenting
styles differ on a power or control dimension, with author-
itative mothers described as appropriately controlling, per-
missive mothers as undercontrolling, and authoritarian
mothers as overcontrolling. Even if one was to be deeply
invested in unidirectional explanations, an alternative uni-
directional interpretation of these adult characteristics is
possible: socially competent children elicit warmth and
nurturance from their parents; children who are less socially
competent (aggressive and anxious) elicit from their parents
qualities that are far less advantageous. Fortunately, by
emphasizing compatibility, such ‘‘chicken versus egg’’
debates lose their appeal.
Parents of children with ODD are as heterogeneous as
their children. Indeed, we find that many of the character-
istics of children that contribute to oppositional adult–child
interchanges are present in their parents as well. In other
words, poor self-regulation (e.g., executive impairments)
and affective modulation (e.g., depression and anxiety),
language processing impairments, and cognitive deficien-
cies and distortions are found in many of the adults who
present their children for treatment. While no conclusions
should be made about causality, it is clear that if adult–
child incompatibility is to be improved, it will certainly be
necessary to take these adult characteristics into account in
treatment planning.
For example, some adults have difficulty prioritizing
(perhaps because of an obsessive cognitive style) and
deciding the relative importance of their parenting agenda.
Thus, they may consider all components of their parenting
agenda to be of equal and critical importance. Other adults
may bring very rigid definitions regarding adult ‘‘author-
ity’’ to parent–child interactions, leaving no option for
discussion, processing, ‘‘meeting halfway,’’ or inviting the
child to participate in arriving at solutions to conflictual
interactions. Other adults have a limited or rigid repertoire
of options for pursuing the behavioral goals they have set
for their children. Still other adults have difficulty envi-
sioning and playing out the likely outcomes of their
options. Some adults have abandoned most of their parent-
ing agenda, often so as to avoid an overpowerful, unpleas-
ant response from their child. Still others — often those
with executive impairments — parent (and manage a
household) in a manner that can be disorganized, unstruc-
tured, and haphazard, leading to impulsive parenting
decisions. Yet others are highly irritable or depressed,
have little energy to devote to what should be routine
issues of parenting, and often overreact to child behaviors
that might not fall outside of what would be considered
developmentally appropriate.
Again, it is important to remember that these adult
characteristics alone do not account for the development
of oppositional behavior in a child. Rather, it is the degree to
R.W. Greene et al. / Journal of Psychosomatic Research 55 (2003) 67–75 71
6. which these characteristics are poorly matched to the
characteristics of a child that accounts for the variant of
adult–child incompatibility called ODD.
The CPS approach
As noted earlier, the specific goals of the CPS approach
are to help adults (1) understand the specific adult and child
characteristics contributing to the development of a child’s
oppositional behavior; (2) become cognizant of three basic
strategies for handling unmet expectations, including (a)
imposition of adult will, (b) CPS, and (c) removing the
expectation; (3) recognize the impact of each of these three
approaches on parent–child interactions; and (4) become
proficient, along with their children, at CPS as a means of
resolving disagreements and defusing potentially conflictual
situations so as to reduce oppositional episodes and improve
parent–child compatibility.
The first goal highlights the need for a comprehensive
assessment and understanding of the specific factors
(reviewed earlier) underlying each child’s oppositional
behavior. We find it useful to help adults conceptualize
oppositional behavior as the byproduct of a ‘‘learning
disability’’ in the domains of emotion regulation, frustration
tolerance, problem solving, and/or flexibility. Such a con-
ceptualization helps adults respond to oppositional behavior
in a less personalized, less reactive, and more empathic
manner, and is crucial to helping adults understand the
necessity for a specialized approach to intervention emphas-
izing remediation of these cognitive issues. The role of
adult characteristics as a contributing factor to a given
child’s oppositional behavior is often not a major emphasis
early in treatment (thereby facilitating adult enlistment in
treatment), but typically increases in importance as treat-
ment progresses. Indeed, the second goal speaks to the need
to help adults understand that the manner by which they
pursue unmet expectations with the child is a major factor
influencing the frequency and intensity of oppositional
outbursts. Adults are taught that imposing adult will
(in the parlance of CPS, this approach to unmet expect-
ations is referred to as ‘‘Basket A’’) is a common precipitant
of oppositional outbursts; that removing the expectation
(known as ‘‘Basket C’’) is effective at reducing tension
between child and adult and decreasing meltdowns, but not
effective at helping adults pursue unmet expectations; and
that CPS (‘‘Basket B’’) is an effective way to pursue
expectations without increasing the likelihood of opposi-
tional outbursts while simultaneously training and practic-
ing emotion regulation, frustration tolerance, problem
solving, and adaptability.
Adults are viewed as the ‘‘facilitators’’ of CPS. In fact,
adults are often told that their role is to serve as the child’s
‘‘surrogate frontal lobe’’ so as to (a) reduce the likelihood of
oppositional outbursts in the moment and (b) train lacking
thinking skills over the longer term. Adults are trained to
proactively focus on antecedent events that precipitate
oppositional outbursts rather than reactively focus on con-
sequences. In other words, adults are strongly encouraged to
adopt a ‘‘crisis prevention’’ mentality instead of a ‘‘crisis
management’’ mentality. As part of this mentality, adults are
also helped to focus on situational factors that may precip-
itate oppositional outbursts, and are taught that the majority
of such outbursts are, in fact, quite predictable.
The CPS approach is thought to differ from other anger
management and problem solving training programs in its
emphasis on helping adults and children develop the skills to
resolve issues of disagreement collaboratively. It has been
argued that the equivocal effects of many interventions aimed
at training cognitive skills to children have likely been due, at
least in part, to the manner in which such interventions were
delivered (Refs. [33,44]). For example, in a majority of
studies, cognitive skills have been trained outside the settings
where skills were actually to be performed. It has been
suggested that continuous training proximally to the set-
ting(s) where behavior is to be performed might greatly
enhance the maintenance and generalization of trained skills
[31,38], and would be more congruent with a transactional
perspective. As has been observed in children with ADHD,
the more distant in time and space a treatment is from the
situations in which trained skills are to be performed, the
less beneficial the treatment is likely to be [10,33,48];
presumably, the same notion applies to children with
ODD. Training cognitive skills proximally to where such
skills are to be performed requires, by necessity, consid-
erably greater involvement from and training of interaction
partners (e.g., parents, teachers, and classmates) present in
the environments where oppositional behavior is most
likely to occur [34].
CPS is a manualized treatment program, but session
content is not circumscribed. Rather, therapists choose to
focus on any combination of five treatment modules based
on their assessment of the needs of each child and family.
This feature of the CPS approach is thought to enhance the
ecological validity of the model. The modules represent
important components of CPS (as described above), as
follows: (1) educating adults about ‘‘pathways’’ to non-
compliant behavior; (2) use of the ‘‘baskets’’ framework; (3)
medication education (helping adults understand that some
pathways may be more effectively treated pharmacologi-
cally); (4) family communication (identifying and altering
communication patterns (e.g., sarcasm) that may fuel oppo-
sitional outbursts; and (5) cognitive skills training (reme-
diating additional cognitive issues that are not specifically
being addressed in Basket B).
Empirical evaluation of CPS has provided evidence of its
effectiveness [35,36]. An initial study of CPS — funded by
the Stanley Foundation — involved 50 clinically referred
youth (boys and girls) with ODD between the ages of 4 and
13 years. In addition to ODD, all children receiving treat-
ment also had at least subthreshold symptoms of either
bipolar disorder or severe major depression. The 50 children
R.W. Greene et al. / Journal of Psychosomatic Research 55 (2003) 67–75
72
7. were randomly assigned to either CPS or PT; 47 children
completed treatment (CPS: n = 28, PT: n = 19). Parents
receiving PT were treated using Barkley’s [6] program for
defiant youth. All participants in this condition received 10
weeks of treatment (9 consecutive weeks and a 1-month
follow-up). The length of treatment for participants in the
CPS condition was variable, and ranged from 6 to 16 weeks,
depending on clinicians’ assessment of the needs of each
child and family. However, the average length of treatment
in the CPS condition was 10 weeks.
A variety of instruments were used to assess treatment
response at the beginning and end of treatment and at 4-
month follow-up, including therapist-completed clinical
global improvement ratings (CGI), parent ratings of their
children’s oppositional behavior, parent completion of the
Parenting Stress Index [1], and CGI ratings (by telephone
interviewers blind to the two treatment paradigms and to the
treatment received by each family). Comprehensive results
from this study are presented elsewhere [36] but summar-
ized here. Briefly, significant improvement was found in
children participating in both treatment conditions at the end
of treatment at 4-month follow-up. However, CPS produced
significantly superior outcomes compared to PT on thera-
pists’ CGI ratings at the end of treatment, parent telephone
ratings at 4-month follow-up, and parent ratings of oppo-
sitional behavior at the end of treatment. At the end of
treatment, parent ratings of oppositional behavior indicated
that CPS produced clinically significant improvement
(defined as an improvement from baseline of 30% or
greater) in 52% of the children to whom this treatment
was applied, as compared with 31% of children whose
parents received PT. At 4-month follow-up, parent CGI
ratings indicated that 74% of children in the CPS condition
had evidenced an ‘‘excellent response’’ to treatment
(defined as a rating of ‘‘very much improved’’ or ‘‘much
improved’’) as compared to 41% of those who received PT.
While these data require confirmation in larger samples
and by different investigators, data regarding the effective-
ness of CPS are promising. It is also important to note that
the study was not specific to TD. Nonetheless, given the
significant overrepresentation of ODD within TD, it is
hypothesized that CPS may offer significant promise to
families of children with TD who may not derive significant
benefit from other approaches aimed at reducing opposi-
tional behavior and rage attacks. Naturally, this hypothesis
awaits scientific evaluation.
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