What is Oppositional Defiant Disorder?
It is defined as a recurring pattern of negativistic, defiant, disobedient, and hostile behavior directed at authority figures for at least six months.
Possible causes of oppositional defiant disorder
The exact cause of this disorder is still unknown, but there are two main theories to explain its development.
The theory of developmentThis suggests that problems begin when the child is between one and two and a half years old. These children may experience difficulties learning to become independent and separate from the primary person to whom they are emotionally attached.
Learning theory: It suggests that the negative characteristics of oppositional conduct disorder are learned attitudes that reflect the effects of inadequate and negative techniques employed by parents and authority figures.
What are the symptoms of oppositional defiant disorder?
Most of the symptoms seen in children and adolescents with this disorder are also sometimes seen in children who do not have it, especially around 2 or 3 years of age or during adolescence. Many children, particularly when tired, hungry, or upset, tend to disobey, argue with their parents, and challenge their authority.
Symptoms of oppositional behavior disorder may include the following:
- poor ability to regulate emotions
- frequent tantrums
- excessive arguments with adults
- refusal to grant requests from adults
- constant questioning of the rules; refusal to obey them
- behavior aimed at upsetting or angering others, including adults
- attempts to blame other people for their misconduct or mistakes
- easy to get angry with others
- frequent angry attitude
- unpleasant or unkind vocabulary
- vengeful or resentful attitude
How to perform an appropriate intervention
From the cognitive-behavioral approachThe preferred treatment strategies include a two-pronged approach:
a) Parent training
It is clear that the parents themselves are the first to suffer the consequences of the disorder. The resulting distress is often significant, and coercive or negative interaction patterns become entrenched. It is therefore not surprising that part of the treatment focuses on providing parents with the resources to regulate and mitigate all the disruptive symptoms.
The training not only includes teaching strategies to control negative behaviors but also to reinforce positive onesUltimately, it's about learning to be more efficient with the child by developing new skills and eliminating ineffective methods.
It may also be necessary, in some cases, to provide resources to parents to improve their bonding with their children.
b) Intervention with the child
Individual intervention with children aims teach them cognitive skills so that they can manage their emotions and cope with difficult situations. This training can be carried out individually or in small groups.
The procedures used include instruction, modeling, role-playing, behavioral rehearsal, feedback, and positive reinforcement. Strategies for [missing information - likely "training" or "coaching"] are also often incorporated. verbal self-instructions and problem-solving.
It's important to keep in mind, however, that one of the most significant challenges during and after therapy will be ensuring that children trained in these techniques are able to generalize or apply them in the outside world. To guarantee the success of their external application, it's advisable to include in the treatment program the live practice (Kazdin, 1.990). It is ultimately about motivate the child so that they can use their newly acquired skills in real-life situations. For this, we will need the cooperation and support of the parents, the therapist, and other external individuals. It is important to ensure initial successes to maintain a high level of motivation in the child and their interest in continuing to try alternative approaches to those that have caused them problems.
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Source:
- Treatment of oppositional defiant disorder.Authors: E. Rigau-Ratera, C. García-Nonell, J. Artigas-Pallar
- Challenging Children: A Clinical Manual for Assessment and Parent Training.” Barckey (1.997)