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Parents whose own children were ADHD or ODD would respond differently either in one direction or the other with respect to the positive and negative aspects of their communications than parents whose own children were neither ADHD, ODD, or CD.
Diagnostic Process and Testing Procedures Parents who interacted with confederate children exhibiting disruptive ADHD/ODD behaviors during their interactions did exhibit more negative communications and fewer positive communications, both during their interactions with the child and also afterwards in their conversations. The second hypothesis was also confirmed. Parents who interacted with confederate children exhibiting typical (i.e. non-disruptive and non-ADHD/ODD behaviors) during their interactions did exhibit fewer negative communications and more positive communications with one another both during and after the confederate interactions. Finally, those parents with ADHD/ODD/CD children of their exhibited more negative communications and fewer positive communications throughout than parents of non-ADHD/ODD/CD children.
The ADHD, ODD, and CD diagnoses were established by a standard rating scale assessment of questionnaires filled out by one parent in each couple as well as by their child's teacher. Diagnosis was made pursuant to the Diagnostic and Statistical Manual of Mental Disorders 4th edition (DSM-IV) criteria for those disorders. These criteria were used both to identify parents of ADHD, ODD, and CD children and also as the basis for the specific disruptive behaviors displayed by the confederate children during the experiment.
The testing procedures consisted of instructing parent pairs to interact with the confederate children in several capacities: first, they supervised and assisted them in a play task; second, they engaged in a task while the child engaged in an unrelated task; and third, they supervised the child clean up after their play tasks. Subsequently, the parent pairs were instructed to conduct two brief conversations about parenting issues. Afterwards, the parents completed questionnaires and research assistants evaluated their communications.
The results strongly suggest that the quality of parental communications is affected detrimentally by the responsibilities and experience of interacting with children with ADHD and ODD behaviors. The researchers concluded that if such a short and controlled interaction with ADHD/ODD children is capable of reducing the quality of parental communications, then the results of long-term exposure to disruptively behaving ADHD/ODD children must have a substantial impact in that regard.
Lonely and distressed adolescents are easy prey to alcohol abuse and drug use causing crime, as well. Substance abuse causes a number of problems for the users as well as the attached parties. It distorts the adolescent's decision making processes and makes them more rigid in what they believe other than what should be done (Turkum, 2011, pg 130). There are a number of reasons behind substance abuse, including; to
E., respect) to the teacher. Conclusion First, it would seem that the karate training in the Palermo article is a terrific idea especially when dealing with young boys, who have a lot of energy and usually respond well to athletic activities. Tightly organized basketball games, or soccer, could also be used in this same context. This is a great idea and a program worth sharing with teachers and school administrators. Secondly, the
Self-Efficacy and Oppositional Defiant Disorder Oppositional Defiant Disorder The challenges of adolescence have always loomed large for young people and for families -- for as long as adolescence has been a recognized stage in human development. A constellation of skills is needed by young people to bridge the transition from childhood dependency to adult independency (Smith, Cowie, & Blades, 1998). For some young people, the transition is especially difficult and skill development
Oppositional Defiant Disorder The symptoms of oppositional defiant disorder as identified by the DSM have changed from DSM-4 to DSM-5. However, there has been some criticism of the new manual by physicians and psychologists, who lament the fact that Big Pharma played a substantial role in producing the manual. This point will be discussed later in the paper. For now, the symptoms as described in DSM-4 were: a demonstrated pattern (6
One work specifically isolates a type of treatment that is helpful for ODD or milder CD: In this book our focus is on supportive-expressive play psychotherapy for a particular kind of patient: the school-aged child who meets the criteria for oppositional defiant disorders and mild or moderately severe conduct disorders (DSM-III-R). There are, however, important qualifications. First, the child must demonstrate some capacity for genuine guilt, remorse, or shame about
Parental Interventions for Oppositional Defiant Disorder Kids Oppositional Defiant Disorder is characterized by irritability and anger among children. Such children also tend to be argumentative, defiant and vindictive towards anyone with authority over them. Their conduct is an impediment towards the normal daily activities expected of them. There is a lifetime prevalence of ODD that has been measured to stand at about 11% of the population in general. The ODD symptoms