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Essay on adhd impact on family
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Listening to this podcast left me with an unsettling feeling of dismay in my stomach this week. Cheryl's oldest son started to show hostility toward his younger brother at the young age of only two years old. In the podcast Cheryl explains to us that the older brother was constantly trying to injure his younger siblings and even tried to drown his younger brother in the swimming pool. After committing that violent act he showed absolutely no remorse to his baby brother. Cheryl's eldest son also displays no remorse to the rest of his family when he acts in a aggressive manner. Cheryl's older son displays quite a few signs of having Oppositional Defiant disorder, He also tends to lose his temper an extreme level where his mother tells her
Have you ever heard of the term ASD? What are your thoughts when you see a child in public who is misbehaving? Well the two of these questions might be linked together. ASD is better known as autism spectrum disorder which is a disorder of the development in the brain according to Autism Speaks Inc. (2015). Due to this developmental issue children can be thought of as being bad or unruly, but in reality they cannot help it. The reason it may seem that way is because the brain isn’t processing like it should be. The brain may be sending multiple messages to the body at one time or to the wrong places in the body which can cause children to seem bad. According to Autism Speaks Inc. (2015) there are multiple variances of autism. Although we know
Shaine resides with his biological mother, stepfather, and step sister. He has three sisters and two brothers. His parents got divorced when he was 5 years old. Inside the home the pt does not respond to interventions, discipline or redirection. Medication does not seem to be effective (mother reports he taken it regularly). Per report the mother recent behaviors would include 12/11 the pt was physically and aggressive towards her and the family, where he became belligerent toward her and assaulted her. The pt grabbed a knife and stated he was going to kill himself, than cut himself with the knife (not requiring stitches). On the 12/12 stepfather told him “stop” which cause him become aggressive by throwing an astray at him, which mother was able to calm him down. Yet when she left, he was in a verbal altercation with stepsister that transistion to physical altercation that York Co. sheriffs came out to de-escalate the
Out of the four brothers, Mikal and Frank Jr. did not inherit aggressive behaviour from the family members unlike Gaylen and Gary Gilmore. The aggressive trait is seen as being a mode and inherently a learning tool for the brothers. If the aggressive behaviour was more natural, the aggressive behaviour may bee more predominant for all of them. The nurture and up bringing of each sibling was different. Using the knowledge and information of their childhood, the brothers obtained the ideals from the childhood and took it their adulthood. The mind set of Mikal and Frank Jr, showed that the aggressive behaviour was not normal, whereas Gary and Gaylen knew this information, but pushed it aside. By stating this, the mind set of these brothers prove that once nurture has set a child into an environment, it could go either way. The environment influences the aggression, but the actions towards the children one on one adds fuel to the fame of aggression. Mikal understood the aspect of the selective aggressive behaviour as he states “my father never hit me again. After that, he touched me only in love. I realized now I was the only one in the family that he saved that touch for, and to this day I still feel guilty for that singularity” (Gilmore, 1990, pg. 321). Unlike Frank Jr, who got multiple beatings. In the journal “Child-Rearing
Steiner and Remsting (2007) suggest that usually children are not in agreement with their parents and lack insight into their behavioral issues. Devon was willing to meet with the clinician but ended the assessment early due to him become irritable with the line of questioning and thinking the interview was “stupid”. This behavior is expected with children who have ODD. The American Academy of Child and Adolescent Psychiatry (2009) also support the provisional diagnosis as they advise that children with ODD often are going through a transition, under stress, or in the midst of a crisis. This clinician believes that a pressing factor of Devon’s behavioral issues may have come from the separation of his parents and the new living arrangements. Devon may have not handled the stressor correctly and may be reacting to it, which was a deciding factor in the diagnosis of ODD. Lastly, this clinician was concerned about the parenting style continuity between both homes of each parent. Although no exclusive parenting style was reported, the father stated that they never spanked Devon and if they had maybe there would not be any behavioral issues arising. That statement was key to this clinician because Portes, Dunham, and Williams (2007), allude to the fact that some children become oppositional when parents have excessive or unrealistic demands and may be overly punitive or overly passive. The fact that there may be overly punitive demands at dads home and overly passive demands at moms home may suggest a confusion of what is expected of Devon, which in turn could be causing him to exhibit oppositional defiant
Dialectical Behavior Therapy (DBT) is a comprehensive cognitive-behavioral treatment developed by Marsha M. Linehan for the treatment of complex, difficult-to-treat mental disorders. Originally, DBT was developed to treat individuals diagnosed with borderline personality disorder (BPD; Carson-Wong, Rizvi, & Steffel, 2013; Scheel, 2000). However, DBT has evolved into a treatment for multi-disordered individuals with BPD. In addition, DBT has been adapted for the treatment of other behavioral disorders involving emotional dysregulation, for example, substance abuse, binge eating, and for settings, such as inpatient and partial hospitalization. Dimeff and Linehan (2001) described five functions involved in comprehensive DBT treatment. The first function DBT serves is enhancing behavioral capabilities. Secondly, it improves motivation to change by modifying inhibitions and reinforcement. Third, it assures that new capabilities can be generalize to the natural environment. Fourth, DBT structures the treatment environment in the ways essential to support client and therapist capabilities. Finally, DBT enhances therapist capabilities and motivation to treat clients effectively. In standard DBT, these functions are divided into modes for treatment (Dimeff & Linehan, Dialectical behavior therapy in a nutshell, 2001).
Psychologists don’t each approach dysfunctional behavior the same way and there are seven approaches used to explain and treat dysfunctional behavior; these approaches include biological, behavioral, psychodynamic, cognitive, humanistic, sociocultural and diathesis-stress (Boyd, n.d.).
Although Mama is usually kind and patient with her family, there are times when she especially struggles to connect with her children. Her traits of being caring and protective can sometimes seem overbearing, as if she is just nagging, but it is just because she loves her family. She is especially overprotective of her grandson Travis, which she makes clear
ODD is common in younger children. ODD is shortened for Oppositional Defiant Disorder. ODD is a pattern of negativistic, hostile, and defiant behavior according to the DSM IV. It is more common in males than females; until both genders hit puberty then they both even out to the same number of diagnoses. In order to be diagnosed they have to have at least six months of four or more of the following; 1) Often loses temper, 2) Often argues with adults, 3)Often actively defines or refuses to comply with adults’ requests or rules, 4) Often deliberately annoys people, 5) Often blames others for his or hers mistakes or misbehavior, 6) Is often touchy or easily annoyed by others, 7) is often angry and resentful, 8) Is often spiteful or vindictive. Most of their symptoms come from biologically, genetics, or environmental influences. Biologically they may have issues with chemicals in their brain. Genetics can be affected if someone in their family had previously had a mental illness. Environmentally everything can affect someone with ODD, especially their home life. Treatment depends on the situation of the child and family, it can either involve therapies or medications. Children with ODD can lose their disability otherwise it can also worsen over time. Oppositional Defiant Disorder all depends on the person and their environment, no one thing can be the same for each person.
Behavior means the way that someone behaves. Then, modification is the small change to something or the process of changing something slightly, especially to improve it. So, behavior modification means the slightly change of behavior in order to improve it through the present of positive or negative reinforcement. Furthermore, behavior modification also can be manipulated through the punishment as well. On the other hand, behavior modification is a set of techniques that underline with instrumental conditioning (Skinner,1938, 1953). Besides that, behavior modification also include reinforcement and punishment in order to strengthen the desired behavior or to terminate the undesired behavior (Skinner, 1938, 1953).
Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)
Oppositional defiant disorder is classified in the DSM V in Disorders of Childhood and Adolescents. ODD is a disorder in which the child is argumentative and defiant, angry and irritable, and vindictive. Children with ODD may experience numerous negative symptoms. ODD was first added to the DSM-III, where it was originally called Oppositional Disorder. Since then numerous changes have been made to the disorder. ODD is slightly more prevalent in boys than in girls. The onset of ODD is usually elementary school age. There are many factors that can contribute to a child developing ODD. Although much is known about ODD there is still a lot more research that needs to be done.
In this paper several aspects of play therapy will be reviewed in depth. The overview of this paper will consist of the use of puppets in therapy to address children (ages 6-12) with Oppositional Defiant Disorder (ODD). An overview of the history and development of children with ODD and puppetry will be discussed. A comparison of the effectiveness of the different play therapy interventions that are used today to aid children with ODD will be highlighted. Moreover a discussion of the comparison of ODD symptoms and how using puppets as an intervention can increase better therapeutic outcomes for children with ODD. Furthermore this paper identifies gaps in the literature and considers new contributions to the research.
He has been known to bite and scratch strangers, steal food from other's plates while eating out, and pour drinks right on top of his head. My other children have no extra-curricular activities because I can not control him alone. He can be violent, to himself or others. On the other hand, he can be so sweet for a child who does not need hugs or kisses, though we give them anyway.
Disruptive children in the classroom impacts the entire school community not just the disruptive child themselves but also their peers and teachers. Disruptive children can be seen as a ‘road block to the building of a successful school and school district culture’ (Short and Greer 2002). The flow on effect of this type of behaviour contributes to the division of resources being affected, seating arrangements, limitation of classroom activities, it takes away a sense of safety for other students, it diminishes the ability of the teachers to perform to the highest standard and impacts learning for both the disruptive child and fellow students this could be through peer pressure as other students may feel they need to engage in disruptive behaviour
Crawford’s symptoms include domestic violence, alcoholism and drug addition , obsessions, frequent nightmares, night raids, loneliness, frustration, sexual promiscuous, control issues, highly competitive, strict, deep hidden anger, fits of rage, strict rigid in her beliefs and a spending addiction.