ODD Presentation

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Oppositional Defiant Disorder (ODD)

Shalonte Cross

Southern New Hampshire University

PSY 324: Disorders of Childhood/Asolescence

Cheryl Hyland Ed.D., M.Ed.

August 12, 2024

Outline for Presentation on Oppositional Defiant Disorder (ODD)

Thesis Statement: Oppositional Defiant Disorder (ODD) is a disruptive behavior disorder that requires early diagnosis and a multifaceted treatment approach combining behavioral therapy, family interventions, and medication to mitigate its impact on children and their caregivers.

I. Introduction

· Definition of ODD

· Disruptive behavior disorder characterized by an ongoing pattern of angry/irritable mood, argumentative/defiant behavior, and vindictiveness​ (Hawes et al., 2023).

· Prevalence and demographic factors: affect 3-5% of the population, more common in males than females before adolescence​ (Hawes et al., 2023).

II. Challenges of ODD

· Impact on the Child

· Social and academic difficulties

· Increased risk of developing other mental health issues, such as anxiety and depression​ (Burke et al., 2022; Nobakht et al., 2024).

· Impact on Caregivers

· Increased stress and frustration (Lin et al., 2022).

· Potential for strained family relationships and parental mental health issues

III. Risk Factors and Etiology

· Genetic and Environmental Factors

· Interaction of genetic predispositions and environmental stressors​ (Hawes et al., 2023).

· Role of family dynamics and socioeconomic status (Lin et al., 2022).

· Bullying Victimization and Emotion Regulation

· Correlation between poor emotion regulation, bullying victimization, and increased ODD symptoms​ (Nobakht et al., 2024).

IV. Treatment Opportunities

· Behavioral Interventions

· Parent Management Training (PMT)

· Cognitive-Behavioral Therapy (CBT) for children (Fooladvand et al., 2021).

· Family Interventions

· Family therapy focusing on improving communication and reducing conflict​ (Lin et al., 2022).

· Pharmacological Treatments

· Use of medications in severe cases to manage co-occurring symptoms​ (Arias et al., 2021).

V. Current Research and Future Directions

· Recent Findings

· Importance of early intervention and tailored treatment plans (Burke et al., 2022; Lin et al., 2022)​.

· Studies on emotion regulation as a protective factor (Nobakht et al., 2024).

· Future Research

· Need for more longitudinal studies to understand long-term outcomes and efficacy of different treatment modalities (Dachew et al., 2021).

· Exploration of genetic markers and neurobiological underpinnings of ODD (Bonham et al., 2021).

VI. Conclusion

· Summary of Key Points

· Importance of early diagnosis and comprehensive treatment approach

· Emphasis on multifaceted interventions involving behavioral, familial, and pharmacological strategies

· Call to Action

· Increased awareness and resources for early intervention programs

· Continued research to enhance understanding and treatment of ODD

Bibliography

Arias, V. B., Aguayo, V., & Navas, P. (2021). Validity of DSM-5 oppositional defiant disorder symptoms in children with intellectual disability. International journal of environmental research and public health, 18(4), 1977.

Bonham, M. D., Shanley, D. C., Waters, A. M., & Elvin, O. M. (2021). Inhibitory control deficits in children with oppositional defiant disorder and conduct disorder compared to attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Research on Child and Adolescent Psychopathology, 49, 39-62.

Burke, J. D., Evans, S. C., & Carlson, G. A. (2022). Debate: Oppositional defiant disorder is a real disorder. Child and Adolescent Mental Health, 27(3), 297-299.

Dachew, B. A., Scott, J. G., Heron, J. E., Ayano, G., & Alati, R. (2021). Association of maternal depressive symptoms during the perinatal period with oppositional defiant disorder in children and adolescents. JAMA Network Open, 4(9), e2125854-e2125854.

Fooladvand, M., Nadi, M. A., Abedi, A., & Sajjadian, I. (2021). Parenting styles for children with oppositional defiant disorder: Scope review. Journal of education and health promotion, 10(1), 21.

Hawes, D. J., Gardner, F., Dadds, M. R., Frick, P. J., Kimonis, E. R., Burke, J. D., & Fairchild, G. (2023). Oppositional defiant disorder. Nature Reviews Disease Primers, 9(1), 31.

Lin, X., He, T., Heath, M., Chi, P., & Hinshaw, S. (2022). A systematic review of multiple family factors associated with oppositional defiant disorder. International journal of environmental research and public health, 19(17), 10866.

Nobakht, H. N., Steinsbekk, S., & Wichstrøm, L. (2024). Development of symptoms of oppositional defiant disorder from preschool to adolescence: the role of bullying victimization and emotion regulation. Journal of child psychology and psychiatry, 65(3), 343-353.

PSY 314 Final Project Guidelines and Rubric

Overview

The final project for this course is the creation of a  presentation in which you will explore one topic area in depth, focusing on a particular disorder of childhood and adolescence, including the current known causes and effective interventions. You will also present your conclusions on best practices in prevention and intervention for this particular disorder. You will want to consider what role environment and genetics play in the lives of those with this particular challenge. As you weigh the most effective treatments of this disorder, consider how both research and public opinion influence which treatment option is ultimately selected by caregivers and mental health professionals.

Please note: This presentation will not be graded on the basis of the position you hold. Rather, it will be judged in terms of the thoughtfulness put into the subject matter, the amount and quality of information learned from researching the issue, critical thinking regarding the issue, and quality of the presentation. The final product represents an authentic demonstration competency because students will integrate their own values and beliefs into their research.

No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool for assisting in making an argument. When creating presentations, you will develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.

Principles of an Effective Presentation:

· Consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points to create a powerful presentation that allows your content to be the focus.

· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting your short paper, but should be thought of as a presentation you might present at a convention of your peers. In an actual presentation you would not “read” from your slides but rather use them as prompts.

· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slides.

· References should be listed at the bottom of the slide in slightly smaller text.

· If you wish, use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.

This assessment will assess your mastery with respect to the following course outcomes:

· To assist students with developing a deeper understanding of abnormality in children and adolescence

· To develop an in-depth understanding of the specific disorders of childhood and adolescence including: the behavioral disorders, emotional disorders, and developmental disorders

· To refine skills of observation and critical analysis

· To understand the current issues, classic research, and future directions of the field of child and adolescent disorders

· To further develop students’ research skills involved with observation and case studies

· To refine students’ professional level writing skills re: case reports, observations, and papers

· To develop the skill of avoiding one’s preconceptions, thus not impeding critical thinking and allowing deeper levels of learning

· To comprehend multiple perspectives on abnormality and how each perspective complements the others

· To develop an increased awareness of self, others, and the world

· To instill an understanding of ethical behavior as it applies to the field with applications to ethical living in our modern world

· Think developmentally about psychopathology as it sometimes develops during childhood and adolescence periods

· Recognize and express an understanding of specific psychological disorders of childhood and adolescence

· Explain your understanding of the scientific method as it applies to research of psychopathology with children and adolescents

· Define and explain related psychological terms

· Demonstrate critical thinking skills through detection of correct and faulty applications of psychological principles and theory

· Demonstrate critical thinking skills through evaluation of different perspectives of psychopathology

· Demonstrate critical thinking skills through demonstration of a reflective, methodical application of the material learned in class to a case observation and evaluation

· Recognize and express an empathic understanding and appreciation of the complex and culturally diverse nature of humans utilizing a cultural perspective

· Express a basic understanding of future trends and directions related to child and adolescent psychopathology

· Demonstrate your understanding of the APA Ethical Code with application to this area of study

· Demonstrate information competency through personal computer skills: word-processing, research, email

· Demonstrate information competency through writing skills using APA format

· Demonstrate information competency through Gathering information from reputable sources: journals, reference materials, media information, electronic and traditional databases

Prompt

Your presentation on a specific topic related to childhood disorders should contain 10 to 15 visually appealing slides that address the following critical elements:

I. Define Your Position:

a. What is the  topic? Provide an overview of the disorder. What are the causes and symptoms, and how is it diagnosed?

b. What is your  thesis-driven argument regarding the topic?

c. What  logical and appropriate assertions support your topic?

d. What  precisely selected research can be referenced to support your assertions, and vice versa?

II. Evaluate Issues, Challenges, Problems, Treatments, Opportunities, and Solutions:

a. Describe  issues related to the topic—misdiagnosis, over-diagnosis, stigmatization, etc.

b. Analyze  challenges posed to children or teens, and their families.

c. Assess additional  problems associated with the disorder (without yet devising solutions, for that is to come).

d. Describe  treatments and methods of care available.

e. Analyze  opportunities for caregivers.

III. Conclude With the Most Up-to-Date Research :

a. Identify the  most recent understanding of how to move forward regarding the topic.

b. Describe  what can be done now.

c. Estimate  what will hopefully be learned in the future.

Final Product:  Final Presentation In  task 7-2, you will submit  the final PowerPoint presentation of 10 to 15 slides on a specific topic related to childhood disorders. Note: You should also post your final project presentation to the discussion topic in task 8-2 for peer critique. The presentation should be a complete, polished artifact containing  all the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course.  This milestone will be graded using the Final Product Rubric (below).

What to Submit

The final project must follow these formatting guidelines: PowerPoint, 10 to 15 slides in total (not including bibliography), spacing suitable to selected format for optimal communication of all critical elements, font chosen to best relay information clearly and effectively, images, charts, graphs, etc. can be included but are not mandatory, citations in APA style.

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Understanding and Addressing Oppositional Defiant Disorder (ODD)

Shalonte Cross

Southern New Hampshire University

PSY 314: Disorders of Childhood/Adolescence

Cheryl Hyland Ed.D., M.Ed.

August 15, 2024

Understanding and Addressing Oppositional Defiant Disorder

PART 1

Oppositional Defiant Disorder is a type of disruptive behaviour disorder which is attributable to the child's persistent and repetitive pattern of refusing to obey the rules of authoritative figures. These are temper tantrums, aggression, oppositional behaviour, vindictiveness, and arguing, which are shown more predominantly and intensively than peers of their age and developmental level (Hawes et al., 2023). In my previous work, criteria for diagnosing ODD have included that these behaviours persist for at least six months and must cause clinically significant impairment in social, academic, or occupational arenas.

It is diagnosed in males much more often than females before adolescence, and the overall population prevalence is approximately 3-5%. The disorder is chronic but has most symptoms when a child has advanced to preschool. This is why early detection and treatment are recommended in order to avoid the possibility of the development of the disorder during later childhood or adolescence and the resultant conduct disorder or antisocial behaviour.

Thesis Statement: Early identification of Oppositional Defiant Disorder followed by proper treatment intervention within psychological intervention, family management, and pharmacological treatment would help to lessen the effects of this disorder in children and caregivers.

PART 2

Causes of ODD

The cause of ODD has not been well understood, probably due to a combination of genetic, environmental, and social factors. There are certain risk factors for the development of ODD, the first of all being a family history of aggressive behaviours and oppositional disorders. If the parents have ODD, their children are likely to have it as well. However, they cannot explain the arbitrary ways through which the disorder manifests (Lin et al., 2022). In addition, environmental factors, such as harsh or inconsistent parenting, family conflict, and stress from socioeconomic status, cannot be overlooked.

Furthermore, difficulties in managing emotions and the experience of being bullied have been pointed out to be significant predictors of the severity and course of ODD symptoms (Nobakht et al., 2024). Ordinary developmental disorder may not be a consequence of a child's temperament but also reactions to stress and negative stimuli.

This conflict of genetic and non-genetic factors further sheds light on a critical message we have been discussing carefully regarding the diagnosis and management of ODD, the need to look at the child holistically. The specific genetic vulnerability cannot be changed. However, the environment can change parenting behaviours for the better, and decreasing exposure to adverse experiences will mandatorily influence the course of the disorder.

Interventions for ODD

ODD is usually managed through behavioural therapy, family therapy, and medicine for some children and adolescents. Payment management theory (PMT) is the most extensively studied treatment for ODD and is one of its most supported interventions. This approach addresses teaching the parents suitable methods of managing the child's behaviour, enhancing communication and limiting the aggressive displays between the two (Fooladvand et al., 2021). It has been demonstrated that PMT achieves a substantial decrease in oppositional behaviours and a tendency for an increase in overall family functioning.

Another evidence-based intervention to support children is Cognitive-Behavioral Therapy (CBT) for children when they acquire improved thinking patterns and ways of dealing with problems, emotions, and relationships (Lin et al., 2022). Counselling of family members is also essential as the home environment is affected by ODD manifestation. This approach aims to enhance family members' communication, decrease conflict, and encourage healthier relationships.

For instance, in severe cases where other disorders, such as anxiety, are evidenced, then medication is used to treat such disorders (Arias et al., 2021). Although they are not the first choice for managing ODD, there are indications that pharmacotherapy may help if used in conjunction with behavioural interventions to meet all the child's needs.

Critical Evaluation

The rationale for behavioural and family solutions can be easily explained by the nature of the noxious effects of ODD on the child and by the efficiency of these approaches in decreasing symptoms and enhancing the long-term prognosis. The focus on the early stages of treatment is incredibly persuasive. The many articles argue that younger clients are more compliant with the therapy and mention that early interventions can help avoid worsening symptoms (Burke et al., 2022).

This mainly concerns severe disorders, where the proposed solution is pharmacological treatments. Medication may help control some symptoms in a child diagnosed with ODD. However, it can only go thus since the particular behaviour and the pattern of child-rearing that allegedly led to the development of ODD are not handled by medications. Thus, medication must be considered an additional treatment method, not a primary one.

PART 3

Considering all the above mentioned, the conclusion can be made that the treatment of ODD is not limited to and should not be based solely on one approach. Such an approach should focus on the use of behavioural and family therapy and opt for medication when it is believed that such patients require more than that. Again, it is essential to point out the role of early diagnosis and treatment of the disorder as its early identification and management may help to avert the disorder's extent and its negative consequences for the child and family.

For future research, we should emphasize the importance of focusing on the multiple-year follow-up to study the long-term effects of different treatments. Furthermore, the need to identify the neurobiological correlates of ODD could also mean that precise treatments would be produced. Concerning ODD, it is essential to incorporate new data and knowledge in clinical practice to improve the examination and treatment methods of children and their families.

References

Hawes, D. J., Gardner, F., Dadds, M. R., Frick, P. J., Kimonis, E. R., Burke, J. D., & Fairchild, G. (2023). Oppositional defiant disorder.  Nature Reviews Disease Primers,  9(1), 31.

Lin, X., He, T., Heath, M., Chi, P., & Hinshaw, S. (2022). A systematic review of multiple family factors associated with oppositional defiant disorder.  International journal of environmental research and public health,  19(17), 10866.

Nobakht, H. N., Steinsbekk, S., & Wichstrøm, L. (2024). Development of symptoms of oppositional defiant disorder from preschool to adolescence: the role of bullying victimization and emotion regulation.  Journal of child psychology and psychiatry,  65(3), 343-353.

Fooladvand, M., Nadi, M. A., Abedi, A., & Sajjadian, I. (2021). Parenting styles for children with oppositional defiant disorder: Scope review.  Journal of education and health promotion,  10(1), 21.

Arias, V. B., Aguayo, V., & Navas, P. (2021). Validity of DSM-5 oppositional defiant disorder symptoms in children with intellectual disability.  International journal of environmental research and public health,  18(4), 1977.