emotional problems in youngsters.
•Conduct disorder usually happens between the ages of 6 and 15.
•factors contributing to development of conduct disorder
•brain damage
•child abuse or neglect
•genetic vulnerability
• school failure
• traumatic life experiences.
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Changes from DSM-IV to DSM-V
•The chapter on “Disruptive, impulse-control, and conduct disorders” is new to DSM-5.
•It brings together disorders that were previously included in the chapter “Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence”.
Introduction to Depressive Disorders in Children and AdolescentsStephen Grcevich, MD
This is the slide set to the lectures I provided to the medical staff of Child and Adolescent Behavioral Health in Canton, OH during the Fall-Winter of 2018
Introduction to Depressive Disorders in Children and AdolescentsStephen Grcevich, MD
This is the slide set to the lectures I provided to the medical staff of Child and Adolescent Behavioral Health in Canton, OH during the Fall-Winter of 2018
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
Kevin W. O'Neil, MD, FACP, CMD and Chief Medical Officer of Internal Medicine and Geriatrics reviews how to navigate the intricacies of substance abuse in older adults.
Depression In Children: Behavioral Manifestations and InterventionDavid Songco
Presentation delivered to the West Side Health Authority. This presentation was attended by program developers, teachers, principals, and directors of local community organizations.
Introduction
The commencement of psychiatric training is a daunting task for any medical officer. Whilst exposure to mental illness and the institutional systems which operate around it may occur during graduate medical training programs and some junior resident medical officer rotations, nothing prepares the new trainee in psychiatry for their many responsibilities in this early phase of their careers.
Didactic content is provided for psychiatric trainees by the NSW Institute of Psychiatry and local training networks, however information on how to provide safe and effective care to people with mental illnesses is invariably acquired in the course of working in acute mental health settings. With this in mind, the contributors to this resource have attempted to provide accessible overviews of the kind of information which might be needed in the course of working in acute adult mental health settings.
This resource is set out in a series of themes. It does not seek to provide a comprehensive reference, nor does it attempt to summarize text-books or the current literature in psychiatry. Each contributor has written a brief account of different topics of relevance to practice in acute adult psychiatry. The style of writing aims to provide the reader with a grasp of the necessary information, which can be absorbed rapidly by the inexperienced psychiatric trainee. Whilst not a manual of ‘how to be a registrar’, it aims to provide a ready reference to both common and classic challenges in the setting of acute adult mental health.
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
Kevin W. O'Neil, MD, FACP, CMD and Chief Medical Officer of Internal Medicine and Geriatrics reviews how to navigate the intricacies of substance abuse in older adults.
Depression In Children: Behavioral Manifestations and InterventionDavid Songco
Presentation delivered to the West Side Health Authority. This presentation was attended by program developers, teachers, principals, and directors of local community organizations.
Introduction
The commencement of psychiatric training is a daunting task for any medical officer. Whilst exposure to mental illness and the institutional systems which operate around it may occur during graduate medical training programs and some junior resident medical officer rotations, nothing prepares the new trainee in psychiatry for their many responsibilities in this early phase of their careers.
Didactic content is provided for psychiatric trainees by the NSW Institute of Psychiatry and local training networks, however information on how to provide safe and effective care to people with mental illnesses is invariably acquired in the course of working in acute mental health settings. With this in mind, the contributors to this resource have attempted to provide accessible overviews of the kind of information which might be needed in the course of working in acute adult mental health settings.
This resource is set out in a series of themes. It does not seek to provide a comprehensive reference, nor does it attempt to summarize text-books or the current literature in psychiatry. Each contributor has written a brief account of different topics of relevance to practice in acute adult psychiatry. The style of writing aims to provide the reader with a grasp of the necessary information, which can be absorbed rapidly by the inexperienced psychiatric trainee. Whilst not a manual of ‘how to be a registrar’, it aims to provide a ready reference to both common and classic challenges in the setting of acute adult mental health.
Disruptive behavioral disorder & Anxiety disorder in childDr Slayer
-Is characterized by enduring pattern of NEGATIVISTIC, DISOBEDIENT and HOSTILE behavior toward authority figures as well as inability to take responsibility for mistakes, leading to placing blame on others.
-AGGRESSIONS and VIOLATIONS of the rights of the others
Violations include cruelty to people and animals, destruction of property, deceitfulness or theft and serious violation of rules
-Increased and INAPPROPRIATE ANXIETY around separation from attachment figures or home, which is developmentally abnormal and results in impaired normal functioning
Conduct disorder is an ongoing pattern of behaviour marked by emotional and behavioural problems.
Ways in which Children with conduct disorder behave are
Angry,
Aggressive,
Argumentative, and
Disruptive ways.
It is a diagnosable mental health condition that is characterized by patterns of violating
Societal norms and
Rights of others
It's estimated that around 3% of school-aged children have conduct disorder and require professional treatment .
It is more common in boys than in girls.
Identify the signs and symptoms associated with ODD. Identify strategies to help work more effectively with children/adolescents with ODD
Identify the signs and symptoms associated with Conduct Disorder. Identify strategies to help work more effectively with children/adolescents with Conduct Disorder
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
Conduct disorder is a disorder of
childhood and adolescence that involves long-term (chronic) behavior problems,
such as:
Defiant or impulsive behavior
Drug use
Criminal activity
Children with conduct disorder may go on to
develop personality disorders as adults, particularly antisocial personality disorder. As their behaviors worsen, these individuals may
also develop drug and legal problems.
Depression and bipolar disorder may develop
in adolescence and early adulthood. Suicide and violence toward others are also
possible complications of this disorder.
●Logical-Mathematical Intelligence: Ability to reason logically and perform mathematical calculations.
●Spatial Intelligence: Aptitude for visual and spatial thinking and understanding relationships between objects.
●Musical Intelligence: Skill in musical abilities, such as pitch, rhythm, and composition.
●Bodily-Kinesthetic Intelligence: Expertise in controlling body movements and handling objects.
●Interpersonal Intelligence: Capability to understand and interact effectively with others.
●Intrapersonal Intelligence: Self-awareness and understanding of one's own emotions, motivations, and goals.
●Naturalistic Intelligence: Sensitivity and knowledge about the natural world and its phenomena.
Islam Counseling and Psychotherapy.pptxUneezaRajpoot
Islam and Mental Health
The Islamic perspective on mental health is also dramatically different from the Judeo-Christian nosology of mental health.
●Muslims “attribute mental health problems to different phenomena, including the evil eye (Hasad or Nathla), possession by supernatural entities such as demons (Jinn) and magic (Sihr)”.
●In the fields of psychology, many practitioners are also starting to recognize the role of spirituality as an essential part of both prevention and treatment for mental illness.
●Empirical evidences also showed that increased levels of spirituality and religiosity in adolescence correlated with better mental health.
●There is a very large body of literature in the field of positive psychology that correlates self-regulation and gratitude with lower incidence of mental illness.
In contrast to talking or walking, which are acquired developmental milestones that emerge with brain maturation, academic skills (e.g., reading, spelling, writing, mathematics) have to be taught and learned explicitly.
• Specific learning disorder disrupts the normal pattern of learning academic skills; it is not simply a consequence of lack of opportunity of learning or inadequate instruction.
Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood.
•ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.
•Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school.
•Symptoms sometimes lessen with age.
• However, some people never completely outgrow their ADHD symptoms. But they can learn strategies to be successful.
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•The primary features of attention-deficit/hyperactivity disorder include inattention and hyperactive-impulsive behavior.
• ADHD symptoms start before age 12, and in some children, they're noticeable as early as 3 years of age. ADHD symptoms can be mild, moderate or severe, and they may continue into adulthood.
•Catchall term for a variety of disorders that affect a child’s ability to
•Move and
•Maintain posture and balance
•It only affects the brain’s ability to control the muscles and not muscles or nerves themselves
•The symptoms and which areas are affected will depend on the severity and location of the brain injury
•May include Intellectual Disbaility, seizures, language disorders, learning disabilities, vision and hearing problems.
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•Affects the development of the child so also known as a developmental disability
•Usually a life long disability but mild form may recover soon.
•The problem affects the child’s future ability to learn and do
•The effect depends on a number of factors like
Ethical guidelines relating to THERAPY.pptxUneezaRajpoot
From the ethical standpoint the central issue is client benefit.
•If, however the client fails to improve or if his or her condition worsens while under a psychologists care the therapist is ethically obliged to take coercive action.
•If the clients condition seem to be worsening consultation with more experienced colleague to find an alternative course of action becomes an urgent necessity.
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•Recognizing, preventing and remediating problems in the client therapist relationship is the crux of ethical concern for client welfare in psychotherapy.
Mental illness:
Mental illness is the maladaptive response to stressors from the internal and external environment evidence by thoughts ,feelings ,local and cultural norms and interfere with the individual social occupational and physical functioning.
Mental illness includes a wide range of disorders of thinking ,emotion or behaviour. There are many different types of mental illness and it can be short lived or long term. Sometimes it can be hard to tell the difference between mental illness and normal worry or sadness but mental illness is more severe ,last longer, and significantly affects the persons ability to cope with life.
Causes of mental illness
Scientific perspective:
Mental illness is probably caused by many things in combination ,including
Inherited factors:Mental illness runs in families.
Psychological issues: Sometimes mental illness can be triggered by physical trauma that happens to you when you are child or teenager such as :
• Severe emotional,psychological,physical or sexual abuse
• Neglect
• Sudden incident,or loss of someone you loved
Life stressors: The environment and culture you live in.The stressors may include:
• Unemployment
• Poverty
• Debt
• Education stressors
• Low income and resources
• Death and divorce
• A dysfunction family life
• Low self esteem,feeling of inadequacy
• Substance abuse
Health problems:
Certain health problems that affect the baby's brain such as complications during birth for a brain infection by a virus increase the risk of mental illness later on in life.
Certain parts of the brain affect mental health one of them is the amygdala, it regulates emotions such as anger pleasure and fear and triggers your fight or flight response ,the hippocampus is the memory bank it stores and records events throughout your life. Together these two work to translate how we react and express our emotions .Studies found that these two parts were smaller in people with depression and while the healthy brain shows normal activity scans reveal reduced activity in a depressed brain. Scientist believe that these severe stress that people with depression go through disrupts the communication between brain cells .Scientists believe that the several mental illnesses are stem from a miscommunication between neurons. There is no single cause of mental illness it could be a combination of life experiences ,a family history or chemical imbalances in the brain so understanding these circuitry and maybe the key to understanding mental health.
Al-Ghazâlî (D.510 AH/1111 CE) Abu Ḥāmid Muḥammad Al-Ghazâlî was born in 1058 ce at Tûs, Greater Khorasan, Seljuq Empire and died on the 19th December 1111.
•Al-Ghazâlî was one of the most prominent and influential philosophers, theologians, jurists and mystics of Sunni Islam.
•He received thorough education in Quran Hadith, fiqh and kalam. after education Imam al-Ghazali appointed as a professor in the Nizamiyah Madrasah in Baghdad (1091 CE) which was built by Nizamul Mulk.
•Under the influence of Sufi literature, Al-Ghazâlî had begun to change his life-style two years before his departure from Bagdad.
•He sunk in a deep existential and spiritual crisis. Hence imam left the teaching and went to Damascus where he spent ten years for self-introspection, meditation and spiritual exercises.
•Al-Ghazâlî, as a Sufi, was an advocate of introspection and self-analysis to understand the psyche and psychological issues.
Islam is a universal theme that encompasses political systems and methods of social organization as well as personal worship and consolation.
•It is instituted as a methodology to solve human spiritual, practical, and intellectual problems.
•There was a time when students and scholars of other religious and cultural backgrounds from all over the world would travel to study various subjects from Muslims.
•The period of time between the seventh century and the 15th century was known as the “Golden Age of Islamic Civilization” (Arshad, 2019).
•It was during this time that the Islamic Civilization was the most active civilization in efficiently and methodologically acquiring knowledge in various disciplines.
•They led the world in science for over five centuries, providing Europe with a wealth of knowledge in a variety of disciplines (Arshad, 2019).
Cattell defined traits as relatively permanent parts of the personality.
Difference Between State and Trait:
Traits are characteristic patterns of thinking, feeling, and behaving that generalize across similar situations, differ systematically between individuals, and remain rather stable across time. States are characteristic patterns of thinking, feeling, and behaving in a concrete situation at a specific moment in time.
• Common Trait:
A common trait is one that is possessed by everyone to some degree. Intelligence, extraversion, and gregariousness are examples of common traits.
• Unique Traits:
Traits possessed by one or a few persons. Unique traits are particularly apparent in our interests and attitudes. For example, one person may have a consuming interest in genealogy, whereas another may be passionately interested in Civil War battles or baseball or Chinese martial arts.
• Ability Traits:
Traits that describe our skills and how efficiently we will be able to work toward our goals. Intelligence is an ability trait; our level of intelligence will affect the ways in which we strive for our goals.
• Temperament Traits:
Traits that describe our general behavioral style in responding to our environment. for example, how assertive, easygoing, or irritable we are.
• dynamic traits:
Traits that describe our motivations and interests. Dynamic traits are the driving forces of behavior. They define our motivations, interests, and ambitions.
• Surface Traits:
Stable, permanent traits that are the basic factors of personality. Each source trait gives rise to some aspect of behavior.
• Environmental-Mold Traits:
Source traits that are learned from social and environmental interactions.
• Constitutional Traits:
Source traits that depend on our physiological characteristics. These originate in biological conditions but are not necessarily innate.
Locus of Control:
Locus of Control refers to an individual's perception about the underlying main causes of events in his/her life.
Internal Locus of Control:
An individual’s perception about the underlying main causes of events in his/her life. For example, students with an internal locus of control might blame poor grades on their failure to study.
External Locus of Control:
A belief that reinforcement is under the control of other people, fate, or luck. Whereas students with an external locus of control may blame an unfair teacher or test for their poor performance.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. What is conduct disorder ?
Conduct disorder refers to a group of behavioral and
emotional problems in youngsters.
Conduct disorder usually happens between the ages of 6 and
15.
factors contributing to development of conduct disorder
brain damage
child abuse or neglect
genetic vulnerability
school failure
traumatic life experiences.
3. Changes from DSM-IV to DSM-V
The chapter on “Disruptive, impulse-control, and conduct disorders” is new
to DSM-5.
It brings together disorders that were previously included in the chapter
“Disorders Usually First Diagnosed in Infancy, Childhood, or
Adolescence”.
4. What is normal behavior ?
It’s normal for children and youth to act out from time to
time.
They may seem grumpy or angry and act out more than
usual when they’re tired, upset or feeling a lot of stress.
Preschool-aged children and teens in particular may seem
keen to disobey or talk back.
This is a normal part of growing up.
5. When does it become Conduct
Disorder ?
The signs of conduct disorder
behaviors that go against rules or other people’s rights and:
last for a long time
happen often
cause a lot of problems in the child or youth’s life
With this disorder, a child or youth may often:
be aggressive towards other people or animals.
Involved in Bullying, starting fights, hurting others, using a
weapon
6. harm someone’s property on purpose
tell major lies - to get something or avoid responsibilities.
steal - break into a house or car, or steal something that’s
important to someone
break serious rules - run away from home or skip school a
lot.
7. World to them
judge the world as an antagonistic and intimidating place.
They may tattle on friends or blame others for the harm they
have caused.
They have few if any friends because of their limited
interpersonal skills.
They may be viewed as irritating by their peers and family
members .
They often have low self-esteem internally but externally
they appear tough, cocky or self-assured.
9. Diagnostic Features
A). repetitive and persistent behavioral patterns in which
violation of basic right of others or basic age appropriate
social norms take place.
CD can be diagnosed if the individual shows at least 3
symptoms from the past 12 months and 1 symptom from
past 6 months from the following criteria
10. FOUR major categories of
symptoms
a) Aggression towards people and animal
b) Destruction of property
c) Deceitfulness or theft
d) Serious violation of rules
11. a) Aggression toward people and
animal
1.Often bullies, threatens or
intimidates others
2.Often initiates physical
fights
12. a)Aggression towards people and
animals
3.Used weapons that cause serious
harms to others(knife, gun etc.) 4.Physically cruel toward animals
13. a)Aggression towards people and
animals
5.Physically cruel towards people
6.Stoling while confronting a victims
such as armed robbery etc.
14. a) Aggression towards people
and animals
7.Forced someone into sexual activity
b) Destruction of property
8. Deliberately sets fire in other’s property to cause serious harm.
15. c) Deceitfulness or theft
9.Deliberately destruction of
property other than fire setting
10.Broke the house’s window
pane , car, building etc.
16. c)Deceitfulness of theft
11.Pattern of running away from home
overnight.
12.Stolen the items of nontrivial value
without confronting the victims.
18. d) Serious violation of rules
15. Often truant from school before the age 13 year old.
B) . Disturbance in behavior cause impairment in social, academic and
occupational functioning.
C).Diagnosis of conduct disorder can be made only for those individual who is
below 18.
19. Types of conduct disorder on the
basis of age at the onset of disorder.
Childhood-onset type: Individuals show at least one symptom of conduct
disorder prior to age 10 years.
Mostly exist in males.
frequently display physical aggression toward others.
have disturbed peer relationships.
may have had oppositional
Many children with this subtype also have concurrent attention-
deficit/hyperactivity disorder (ADHD) or other neurodevelopment
difficulties.
20. Types of conduct disorder on the
basis of age at the onset of
disorder.
Adolescent-onset type: Individuals show no symptom characteristic of
conduct disorder prior to age 10 years.
In this period individual less likely to
display aggressive behaviors
tend to have more normative peer relationships (although they often
display conduct problems in the company of others).
The ratio of occurrence of conduct disorder in males and females is equal
.
21. Types of conduct disorder on the
basis of age at the onset of
disorder.
Unspecified onset: Criteria for a diagnosis of conduct disorder are met, but
there is not enough information available to determine whether the onset of
the first symptom was before or after age 10 years.
23. Conduct disorder Vs. ADHD
Aims to violate
societal norms/the
rights of others
doesn’t aim to
violate societal
norms/rights of
others
Note: If the criteria for both disorders are met, then both diagnosis can be given.
24. Etiology of Conduct Disorder
CONDUCT DISORDER IS
CAUSED BY GENETIC,
PSYCHOLOGICAL AND
SOCIAL FACTORS THAT
INTERACT IN A
COMPLEX WAY.
27. Assessment Tools
• INFORMAL ASSESSMENT
Clinical Interview
Mental Status Examination
Behavioral Observation
Parent/ child/ school teachers interviews
Questioning according to DSM 5 criteria of CD
29. Treatment
1) Behavioral interventions
Social learning family Intervention (FLFI)
Patterson’s therapy approach (Patterson, 1982)
Six steps
1. Psychoeducation
2. Observation and monitoring
3. Reinforcement of prosocial behavior
4. Discipline of unacceptable behavior
5. Supervision monitoring
6. Communication strategies
30. Cont…..
1. Non directive play:
Play with their children
Reduce the frequency of competing verbal behaviors
Ignore minor inappropriate behaviors
2. Reinforcement of prosocial behaviors
Parents learn to identify and reward, E.G……
3. Simple effective commands
State commands simply and one at a time, E.G……
4. Use of time-out noncompliance
31. 2) Psychotherapy
It encompasses cognitive-behavioral interventions to treat
three deficits; social relationships, problem solving and
anger management.
Social relationships/ social skills:
Praise
Response-cost component
Specific social skills targeted (e.g…..)
These can be enhanced through……
Emphasize cognitive skills
34. Oppositional Defiant
Disorder
Oppositional defiant disorder (ODD) is a type of
behavior disorder. It is mostly diagnosed in childhood.
Children with ODD are uncooperative, defiant, and
hostile toward peers, parents, teachers, and other
authority figures. They are more troubling to others
than they are to themselves.
35. Most symptoms seen in children and teens with ODD
also happen at times in other children without it.
This is especially true for children around ages 2 or 3,
or during the teen years. Many children tend to
disobey, argue with parents, or defy authority.
They may often behave this way when they are tired,
hungry, or upset.
But in children and teens with ODD, these symptoms
happen more often. They also interfere with learning
and school adjustment. And in some cases, they
disrupt the child’s relationships with others.
36. DSM-V Criteria
A. A pattern of angry/irritable mood,
argumentative/defiant behavior, or vindictiveness lasting
at least 6 months as evidenced by at least four symptoms
of the following categories, and exhibited during
interaction with at least one individual who is not a
sibling:
Angry/Irritable Mood
1. Often loses temper
2.Is often touchy or easily annoyed
3. Is often angry and resentful
37. Argumentative/Defiant Behavior
4. Often argues with authority figures or, for children and
adolescents, with adults
5. Often actively defies or refuses to comply with requests from
authority figures or with rules
6. Often deliberately annoys others
7. Often blames others for his or her mistakes or misbehavior
Vindictiveness
8. Has been spiteful or vindictive at least twice within the past 6
months.
38. Symptoms
Having frequent temper tantrums
Arguing a lot with adults
Refusing to do what an adult asks
Always questioning rules and refusing to follow rules
Being easily annoyed by others
Often having an angry attitude
Speaking harshly or unkindly
Seeking revenge or being vindictive
39. Two major Explanations
Developmental theory. This theory suggests that the
problems start when children are toddlers. Children and
teens with ODD may have had trouble learning to
become independent from a parent or other main person
to whom they were emotionally attached. Their behavior
may be normal developmental issues that are lasting
beyond the toddler years.
Learning theory. This theory suggests that the negative
symptoms of ODD are learned attitudes. They mirror the
effects of negative reinforcement methods used by
parents and others in power. The use of negative
reinforcement increases the child’s ODD behaviors. That’s
because these behaviors allow the child to get what he or
she wants: attention and reaction from parents or others.
40. Management
Cognitive-behavioral therapy. A child learns to better
solve problems and communicate. He or she also
learns how to control impulses and anger.
Family therapy. This therapy helps make changes in the
family. It improves communication skills and family
interactions. Having a child with ODD can be very hard
for parents. It can also cause problems for siblings.
Parents and siblings need support and understanding.
Peer group therapy. A child develops better social and
interpersonal skills.
