Oppositional Defiant Disorder (ODD) is a common childhood disorder characterized by rebellious behavior with adults and other children. A child with ODD will often display a number of warning signs, such as temper tantrums, irritability, problems acknowledging parental authority, blaming others and hostile or vengeful behavior. Though many children periodically display these signs, it is important to note that true ODD involves persistent and frequent symptoms.

Parents who suspect that their child has mild Oppositional Defiant Disorder may wish to explore other possible solutions before seeking psychiatric help. These parents can try positive reinforcement, setting consequences for bad behavior and ensuring that both parents are managing their own stress appropriately. Children need good role models from whom to learn good behavior, so parents are often advised to assess their own behavior when it comes to conflict, confrontation and anxiety.

The most common treatment for ODD involves a combination of education and therapy. The educational aspect of treatment is twofold. First, it is intended to teach the child that his or her actions are inappropriate. The second part of the educational process teaches the parents appropriate responses to oppositional or defiant behavior. Parents are taught about proper discipline, rule- and limit-setting. Therapy, whether as an individual or a family, will help with the emotional and behavioral aspects of treatment. In some cases, the treatment team may also recommend psychiatric medications.

Psychiatrists have identified several possible causes for ODD. Some suggest that ODD can be traced back to developmental factors, while some claim that the disorder is learned; still others believe that it is a result of overly permissive parenting. There are also theories that point to underlying neurological problems, or suggest that ODD occurs most commonly in certain personality types.  Whatever the cause, the disorder can create difficulties in school and home life, so it is important to address issues as they arise.

References:

http://web1.tch.harvard.edu/az/Site1385/mainpageS1385P1.html

http://smhp.psych.ucla.edu/qf/behaviorprob_qt/ODD.pdf

http://aacap.org/page.ww?name=Children+with+Oppositional+Defiant+Disorder&section=Facts+for+Families

How to describe the complexities of life as a 14 year old boy?  Hormones are raging and his body is changing before his eyes.  A 14 year old boy is no longer a child and he is not a man.  He must deal with peer pressure, sexuality, self-esteem, role expectations and social values just to identify a few of his life’s complications.

Parents are often at a loss as to how they put a sweet, gentle, eager to please, affectionate little boy to bed and woke up to a sullen, confused, cold, angry stranger.   It is little wonder the “typical” 14 year old boy behavior is considered volatile and highly combustible even under “normal” circumstances.

Teenagers in generally suffer information overload and the subsequent anxiety.  Bombarded with hype on how to be cool, how to be popular, how to be a sports star or rock star from any number of  prolific role models is constantly pushed from movie and television screens, the Internet and print media.  Adolescence has long been recognized as a time of high anxiety regardless of the socio economic rank of the individual.   The conditions teenagers are confronted with today  take previous levels to a new high.   Parents, teachers, counselors, health care professionals; any individual concerned with teenagers must arm themselves with information if they are to be effective in understanding and maximizing their function and interaction with the adolescent.   Learning from the research and experience of experts may be utilized to improve coping, intervention and overall relationships with the teen.  Fortunately, there is a wealth of information available relative to the behavior of the 14 year old male and beyond.

One such study of interest is authored by Yale University’s Kathleen London.   London’s concise curriculum is designed to provide a point of departure for examining, Teenage Boys: Perspectives on the Adolescent Males Development in an Urban Setting.   This guide includes the preface, “Communication between adults and adolescents is not always easy, nor is communication between the adolescents themselves. While this unit cannot answer all the questions, it will hopefully provide a guide to the sensitive presentation of information which might heighten the adolescent male’s self awareness.”  London’s entire curriculum including sample lessons and discussion exercises is available at: http://www.yale.edu/ynhti/curriculum/units/1981/3/81.03.05.x.html#a.

Many articles provide tools for communication with the adolescent male.  While understanding protocol and enhancing discussion techniques is essential in establishing and maintaining relationship, the physical changes occurring during male adolescence must be equally considered.  Discussion of healthy physical development is particularly sensitive to the foundation of young men’s sexuality.  A published study written by Mary Ott, MD, Indiana School of Medicine, Examining the Development and Sexual Behavior of Adolescent Males provides a clinical insight in to the physical attributes that may contribute to the male adolescent behavior.  Ott introduces her research objective with the observation, “The lack of attention to adolescent male sexual health is not surprising, and may stem from cultural views of male adolescence. “  The complete research study may be downloaded at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2858917/.

Society is finally willing to overcome flawed conventional wisdom and cultural assumptions about male adolescence.  Efforts to understand the fusion of the physical and sexual development of the male teen and managing tools to communicate and build relationships are equally essential in understanding the behavior of the 14 year old boy.  Monica Mapass of Channel 6ABC  in Philadelphia, PA provides the  informative and resourceful news segment, Parenting Perspectvie.  In a recent article Mapass reviewed Normal Behavior of 14- year- old.  The clip concluded with the observation, “There is a positive long-term outcome if you can survive this tricky phase. It helps prepare your teens to become devoted, disciplined, loving partners and citizens as adults. You both will get through this stage and your kind, motivated young person will reemerge.”  Great encouragement to hold on to!  Mapass’ full report may be viewed by visiting; http://abclocal.go.com/wpvi/story?section=news/parenting&id=7358198.

ADHD, attention deficit hyperactivity disorder, is that condition of brain that makes it difficult for children to control their behavior. ADHD is hard to identify at a younger age because every child is believed to have behavioral issues at a younger age, but the symptoms of ADHD are known to persist for a longer time, they are continuous, and they come in the way of a child’s regular life.

For an ADHD GIRL it is hard to concentrate on something as they get easily distracted. The Symptoms, like not paying attention, hyperactivity, impulsivity or a combination of all these symptoms may be present in an ADHD girl. ADHD is a problem that may stay your whole life. It is not just present in children but ADHD is also present in adults. About 8-12% of school kids are reported to be suffering from ADHD (attention deficit hyperactivity disorder) and it is also reported that the number of ADHD boys is three times more than ADHD girls, though the researchers fail to explain the reason for it.

The causes for ADHD are not very clear, mostly believe that it is an inherited problem and runs in the family. It is also researched that watching too much TV, excess of sugar etc are not the reasons for ADHD in children. If a twin is suffering from ADHD, there are 75-91 percent chances that the other twin may suffer from it too. These girls are unable to perform simple tasks like doing their homework chores etc without getting distracted. It is not that they are weak at understanding things or they don’t know what is expected of them, it is just that they are hyperactive and lose interest soon.  It is possible to solve the problem of ADHD by proper medication and behavioral treatments.

References:

http://helpguide.org/mental/adhd_add_signs_symptoms.htm

http://www.med.umich.edu/yourchild/topics/adhd.htm

http://www.greatschools.org/special-education/LD-ADHD/781-understanding-girls-with-ad-hd-symptoms-and-strategies.gs

Adolescents have classically been a considered a preoccupied, distracted demographic group.  They are prone to daydreaming, are often forgetful and frequently inattentive-especially in the classroom.  Teenagers are expected to often act impulsively and can be fidgety and appear hyperactive.  If these behaviors last for more than six months or if the occasional “I left my homework at home” becomes life altering your teen may be affected with Attention Deficit Disorder or ADD/ADHD.   How do parents determine if they are dealing with typical adolescent behavior or if symptoms are more serious indicating ADD/ADHD in their teenager?

Attention-deficit disorder (ADD) was the common description of the clinical disorder in the past. But, ADD/ADHD or simply ADHD is now the preferred term because it describes both primary aspects of the condition: inattention and hyperactive-impulsive behavior.  Nearly every adolescent shows some symptoms indicative of ADD/ADHD at times, but diagnosis of ADD/ADHD requires the behaviors last more than 6 months and create problems in school, at home and in social situations.  The National Institute of Health reports, “ADHD is more common in boys than girls, and it affects 3-5 percent of children in the United States. The principal characteristics of ADHD are; Inattention, Hyperactivity and Impulsivity.   No one knows exactly what causes ADHD. It runs in families, so genetics may be a factor. A complete evaluation by a trained professional is the only way to know for sure if your child has ADHD. “  In depth discussions regarding ADD/ADHD, symptoms, diagnosis and treatment options are available through the NIH at;  http://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html.

When is it time to seek medical intervention?  The Mayo Clinic published an important article regarding the diagnosis, treatment and prognosis of ADD/ADHD.  Recommendations for concern include; consistent inattention or hyperactivity, impulsive behavior that:

• Lasts more than six months
• Occurs in more than just one setting (typically at home and at school)
• Regularly disrupts school, play and other daily activities
• Causes problems in relationships with adults and other children

The Mayo Clinic’s complete article may be viewed at http://www.mayoclinic.com/health/adhd/DS00275/DSECTION=symptoms.

The first step in seeking a diagnosis and treatment for ADD/ADHD is to see a pediatrician or family doctor.  It is critical to have a full medical evaluation to check for conditions that may mimic ADHD include; hyperthyroidism or problems with vision, hearing, and sleeping. Because the cause or causes of ADD/ADHD are not known, there is no way to prevent or cure the condition. Management of ADD/ADHD includes therapy or medication, or a combination of both. In fact, studies show that medication by itself, without some kind of therapy, is not likely to improve a patient’s outcome in the long term.

The University of Maryland Medical Center provides a valuable resource for individuals investigating ADD/ADHD and offers information regarding the effectiveness of alternative treatments including; vitamins and minerals, homeopathy, massage, biofeedback, herbs, diet as well as traditional drug therapy. According to the UMM report, stimulant medications are the most widely researched and commonly prescribed treatments for ADD/ADHD.

As for the prognosis of individuals dealing with the diagnosis of ADD/ADHD the UMM study concludes, “As many as half of all children with ADHD who receive appropriate treatment learn to control symptoms and function well as adults. Research suggests that children who receive treatment that combines therapies such as medication, behavioral therapy, and biofeedback are less likely to have behavioral problems as they grow up. In most cases, ADHD can be effectively managed throughout life.” More important information regarding this study may be found at: http://www.umm.edu/altmed/articles/attention-deficit-000017.htm#ixzz1nY0wnGu3.

There is no shortage of research on abusive behavior, but there are still types of abuse that receive much less attention than is merited. This is the case with child-to-parent violence, or CPV. CPV includes a number of behaviors, such as verbal abuse, hitting, kicking and throwing objects.

It is not uncommon for a parent to feel embarrassed or helpless when a child uses violence or intimidating behavior to get what he or she wants. After all, the parent is bigger and stronger than the child. However, if violent actions are not addressed it may not be long before the child can cause serious harm to loved ones. Initial violence may be directed at a parent, but once a child learns that this behavior is acceptable, they may begin to hurt pets and siblings.

Children can begin to indulge in violent behavior for a number of reasons. A child may have observed another child successfully using violence against a parent, leading him to believe that this is a viable method of getting what he wants. This is one reason why it is so important to address violent behavior as soon as it begins; once a child learns that violence is an acceptable behavior, it can be very difficult to stop such acting out.

Violence can be a coping mechanism for a child who has not learned how to properly manage feelings of anger, frustration and anxiety. As a result, parents often find that demonstrating better ways of dealing with these feelings can help prevent future violence. This can mean something as simple as talking to the child about feelings and how to convey them constructively. It is also important to establish that there are consequences for violent behavior.

Even if a parent does not fear for his or her safety, violent behavior must be swiftly and adequately addressed. CPV does not go away on its own, but can become more frequent and more serious as time passes. Parents who immediately establish that violence is unacceptable are teaching their child an important life lesson and ensuring the safety of other family members.

http://pubpages.unh.edu/~mas2/CP71.pdf

http://www.castonline.ilstu.edu/krienert/vita/Walsh_Krienert_2007.pdf

http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=99&id=1729

Teenage is the critical time span of an individual’s life.  As you grow up, you expose yourself to a world of new ideas, new experiences and new dilemmas.  Almost every other teenager finds themselves in situations where they are forced into thinking and believing that nobody understands them. Whether it’s about selection of high school or choosing their friends circle.  People around them either treat them as kids or expect them to be mature enough. While teens are actually dangling between childhood and adulthood.  Not exactly knowing what is expected of them and what could they do meet expectations of those concerned with them; teens fall in conflicts with themselves and with those around them. This often results in anger outbursts.  There are several other changes and challenges that cause teens undergo stress that leads to aggressiveness.

Through this article, I’ll discuss anger management activities for teens to avoid the aggression from getting out of control.  The most important one is to know your triggers. What exactly escalates your anger? Once you have identified them, devise methods to avoid them. If, for instance, not being able to watch TV in your free time makes you annoyed because your parents won’t give up watching their favorite show, then find yourself another constructive activity. Even, playing tennis is a great pastime.

When you find your temper rising, take deep breaths and count backwards from 10 to 0. This is an amazing exercise that calms you down in about 10 seconds. As it relaxes you brain, you come out of the urge to express anger as swiftly as you felt it.

Make personal time each day where you spend some time with your own self. You should, reflect on occasions when you had vent out your rage. Was it much unpleasant?  Did you leave a bad impression on others? Did you regret afterwards?  Honestly evaluate your position in any such prior situations. If you had regretted it, you surely wouldn’t want to make a fool of yourself by making a public display of your anger.

Meditating, performing yoga can relax your mind a great deal. Incorporate daily meditation in your schedule. Research has proven that exercise is a great way to improve your mood and decrease negative feelings. Listening to music is also a good technique to get you out of stressful thoughts.

The afore-mentioned activities can cool you down when you feel your anger might explode. These are activities that will make you avoid situations you would regret at the end of the day. Surely, you wouldn’t want your relationship with loved ones to come to a bad end just because you don’t seem to control your anger outbursts. The anger management activities for teens will also help to manage your anger in general.

References

http://kidshealth.org/teen/your_mind/emotions/deal_with_anger.html

http://teenadvice.about.com/od/violencebullying/a/angermanagement.htm

http://www.mvtechprep.org/educator/ties2006/curriculum/05.pdf

In America, approximately 2.5 percent of children join their families through adoption. Official reports also indicate that 29 percent of adopted children had moderate to severe health problems, compared with 12 percent of all children.

Aggression, lying, stealing, hoarding, poor eye contact, indiscriminate affection, depression, hyperactivity and anxiety are some behavioral signs that indicate ways adopted children may explore and use to express their suppressed feelings. Adoptive parents dislike all such misconducts in adopted children and often abuse them physically and verbally.  Therefore, they should have complete knowledge of the psychology of adopted children.

Why do adopted children steal?

• No one can meet his needs but him. This is the belief, a child has behind stealing. Stealing activities provide complete information about what a child actually, wants and needs from his adoptive parents.
• A child satisfies his desperate need for control over others through stealing different things from his surroundings, siblings, friends, class mates and parents.
• Separation from birth family is a real trauma for an adopted child and he always misses his real family if adoptive parents will not treat him properly. Adopted child thinks, if he irritates his adoptive parents by stealing and disobeying their orders, they might get him back to his old environment.
• To get maximum attention and love from the adoptive parents, children may also steal. They are missing these important emotions in their life.
• Insecurity and uncertainty in relationships also push adopted children to learn the behavior of stealing.

How to handle Stealing behavior in adopted children?

• Parents should make an effort to give more recognition to the adopted child as an important family member.
• Stealing is a learned behavior and it can be modified by following various behavioral modification techniques such as time out, self control, etc.
• Dr. Martin T. Stein, an expert on behavior and development, and a professor of pediatrics at the University of California San Diego/Rady Children’s Hospital, said that parents should talk about standards and ethical behaviors at home before their kids.  “…..and it does give the message it’s not proper behavior and it’s not something we condone.” Dr. Stein added.

References:

http://www.adopting.org/DeePaddock/html/proactive_parenting_.html

http://www.nytimes.com/2009/08/11/health/11klass.html

http://www.familymanagement.com/facts/english/facts15.html

http://www.childstats.gov/americaschildren/press_release.asp

For some children trying to acclimate into a traditional public school presents the classic square peg in the round hole dilemma.  It just doesn’t work and the conventional system compromises the learning experience for everyone concerned; the challenged student as well as those mainstreamed.  Parents of children with behavior problems simply seek a compassionate education for their child.  Luckily, there are alternatives to the standard public school.

Most school districts in the US recognize the need for alternative educational resources for challenged children including those with behavior problems.  One group is dedicated to providing information to parents and educators about the legislation, research and methods advancing alternative schools.  “Keys to a Safer School” provides consulting services for school districts developing alternative learning environments.  “There are a variety of reasons why a school system needs one or more alternative schools or Alternative Learning Environments (ALE). Most center around the need to remove a disruptive student from the regular classroom or the need for a more structured environment to meet a student’s educational needs. There are also a variety of types of ALE’s. These are usually separated by level of control exercised more than by grade or age level of students served.”

The Keys website; http://www.keystosaferschools.com provides the following three distinct but integrated components essential for alternative schools;

Within each of the key areas of concentration Keys to Safer Schools identifies important variables for consideration for administrators, educators and parents involved with the troubled student.  This group has helped schools plan, implement and operate alternative learning environments and offer behavior training sessions that include:

Anger Management/De-escalation Training
Assessing the Potentially Dangerous Student
Conflict Resolution Training
Behavior Modification Planning
Dealing with the Teenage Years
Bullying Stops when Respect Begins
Why won’t Johnny Sit Still
Identifying gangs and intervention skills

The University of Minnesota Institute of Community Integration published an in depth report on Alternative Schools and the Students They Serve: Perceptions of State Directors of Special Education.   The reported findings were from interviews conducted with 49 state directors of special education (or their designees). It describes their perceptions of (a) basic characteristics of alternative schools, (b) major issues for alternative schools, (c) major issues for state education agencies, (d) major issues for students with disabilities, and (e) educational reforms impacting alternative schools. The study was funded by the US Department of Education Office of Special Education Programs and may be downloaded by visiting the project Web site at: http://ici.umn.edu/alternativeschools

The Commonwealth of Virginia provides an extensive website offering details of the scope and focus of twenty-nine Virginia Department of Education alternative learning schools.  Most of the select public education facilities operate under the jurisdiction of one or more local school boards.  The Virginia project focuses on the total student and includes the following components: curriculum content, teaching techniques, computer integration, counseling programs, parental participation, staff development, and evaluation. A major goal of the program is that students will not commit new acts of misconduct during or following exit from the program.  A complete overview of this initiative may be viewed at: http://www.doe.virginia.gov/instruction/alternative_ed/programs.shtml

Intervention, quality resources, compassion and counseling for students and parents dealing with behavior problems and modification are the key elements in changing the lives of students at risk.  The consolidated efforts will change another statistic into a success story.

Children are innocent by nature, if they begin to show the signs and symptoms of aggression and violent behavior, they should be addressed immediately by parents, teachers, caregivers and elders.  You should be an excellent investigator in this case so that you may find out the causes that led your child to show aggression and act violently.

Signs of Aggression and Violent Behavior in Children:
Children often show all or few following signs that make clear that that kid is going aggressive and violent.
•    Explosive temper tantrums
•    Physical aggression and assault
•    Fighting with everyone
•    Threats or attempts to hurt others
•    Use of weapons , if he or she does not have access to weapons, he or she pretends other tools to be weapons
•    Cruelty towards animals
•    Like to play with fire and fire activities

Aggressive child may also show
•    Sleep problem
•    Disruption in eating
•    Difficulty separating from caretakers
•    School difficulties
•    Problems with attention and hyperactivity

Children’s exposure to media violence:
There are many reasons that stimulate children to be aggressive and violent through their actions and words. But here I will discuss the exposure of children to media violence which is the major reason that changes children behavior markedly. Paik and Comstock’s meta-analysis (1994) indicates that in cross-sectional surveys viewing media violence was positively correlated with various measures of aggression.

Some studies show that children get aggressive and violent as they see aggressive and violent behavior frequently in their surroundings.  In this case, role of television and media is imperative.

Television:
According to the A.C. Nielsen Co., the average American watches more than 4 hours of TV each day (or 28 hours/week, or 2 months of nonstop TV-watching per year). Different research and studies also explain that heavy television-viewing may lead to serious health and behavior consequences.

The average child will watch 8,000 murders on TV before finishing elementary school. By age eighteen, the average American has seen 200,000 acts of violence on TV, including 40,000 murders. So, 79 percent of Americans believe TV violence helps precipitate real life mayhem.

The American Psychiatric Association addressed this problem, stating, “We have had a long-standing concern with the impact of television on behavior, especially among children.”

Video Games:
Violent video games also aggravate aggression and violence in children. The impact of video games that are stuffed with heavy physical violence has recently become a focus of research because children are theoretically more susceptible to behavioral influences when they are active participants than when they are observers.

Rap Videos:
Exposure to violent or anti social rap videos can increase the aggressive thinking in children.

Internet:
Web-based media is another major factor that transmits the impulse of aggression and violence in children.
In this case, role of parents, teachers and elders is potentially vital. They should supervise their children’s exposure to violent media and help them interpret it.

References:
http://www.surgeongeneral.gov/library/youthviolence/chapter4/appendix4bsec2.html

http://www.aacap.org/cs/root/facts_for_families/understanding_violent_behavior_in_children_and_adolescents

http://www.csun.edu/science/health/docs/tv&health.html

http://www.nccev.org/

When a parent first discovers that his or her child has Attention Deficit Hyperactivity Disorder (ADHD), it can be a frightening experience. Parents and educators are now becoming acquainted with the disorder due to the ever-growing number of children who have been diagnosed with ADHD, but this does not mean that all parents know what to do when they receive this diagnosis. Luckily, the growing availability of information about ADHD means that parents can make educated decisions about a child’s treatment.

There are several viable prescription medications available for children who suffer from ADHD. These include Ritalin, Cylert and Adderall, but there are also many generic drugs that have the same effect. Studies have shown that 90% of children with ADHD show signs of improvement once they have found the appropriate medication. However, finding the right medication can involve some trial and error, and it can take time to find the best dosage.

While prescription medications have proven useful in treatment of ADHD, behavioral therapy can also be an effective treatment for the disorder. Behavioral therapy often includes spending time consulting a professional psychiatrist or psychologist, as well as making changes within the home. Parents can help avoid situations in which a child has trouble managing the disorder by keeping the home organized and distraction-free. A child who is easily distracted and frustrated due to ADHD can also benefit from respectful discipline. Yelling can contribute to a child’s anxiety and energy levels, so it is often better to calmly give a child a time-out when he or she does something that is against the house rules.

By giving a child a stable environment where rules and consequences for misbehaviour remain constant, parents can prevent or anticipate situations when their child will behave inappropriately. Combining these changes with positive reinforcement for good behavior can make all the difference in the life of a child with ADHD.
References:

http://www.umm.edu/patiented/articles/what_attention-deficit_hyperactivity_disorder_000030_1.htm

http://faculty.washington.edu/chudler/adhd.html

http://www.cdc.gov/ncbddd/adhd/treatment.html