Essay On Children With Explosive Anger Outbursts

I recently read The Explosive Child, written by Dr. Ross W. Greene. I found this book to be extremely informative, and I could relate to its contents on both a professional and personal level. In The Explosive Child Greene discusses “a new approach for understanding and parenting easily frustrated, chronically inflexible children” which he refers to as “inflexible-explosive.” A child who is inflexible-explosive “is one who frequently exhibits severe noncompliance, temper outbursts, and verbal physical aggression.” (Greene, 2001) I think that The Explosive Child is a great resource for parents and professionals, because it manages to provide useful tools to help teach parents how to react appropriately when their inflexible-explosive child

The documentary “A Child in Rage” gave me an indescribable feeling. The hardships and pain that this little girl had to go through was completely disgusting. Because of her father’s neglect, they made this little girls life a living hell.

There are two common type of disruptive behavior disorders that affects children lives in a negative fashion when not treated properly. According to the American Academy of Pediatrics (2004) “Behaviors typical of disruptive behavior disorders can closely resemble ADHD particularly where impulsivity and hyperactivity are involved but ADHD, ODD, and CD are considered separate conditions that can occur independently. About one third of all children with ADHD have coexisting ODD, and up to one quarter have coexisting CD” .The two types of disruptive behavior disorders are oppositional defiant disorder and conduct disorder. Some symptoms of disruptive behavior disorder is breaking rules, defiant, argumentative, disobedient behaviors towards authority

Childhood disorders are relatively common throughout the United States, and can include such disorders as Autism, Pica, and various behavioral disorders. Although the effects of these disorders are by no means negligible, this paper is intended to focus on Oppositional Defiant Disorder, Conduct Disorder, and Attention Deficit Hyperactivity Disorder; their causes, diagnostic criterion, treatment, and prevalence. These three disorders are considered separate diagnoses; however, if left un-managed Oppositional Defiant Disorder can progress into Conduct Disorder, which is more severe. Both Oppositional Defiant and Conduct Disorders have a high comorbidity with ADHD, although many children with ADHD do not exhibit symptoms of ODD and CD. All disorders are seen in school-age children (Although ADHD can continue into adulthood) who are diagnosed when symptoms are consistent for at least six months, cause impairment in a variety of settings (or cause harm to others), and deviate significantly from what is considered normal childhood activity.

According to Richard Rowe (2010), many people will argue that oppositional defiant disorder should not be diagnoseable illness. In order to be diagnosed with this disorder, the child must have shown symptoms for at least six months or more. They believe that this kind of behavior is actually “normal” when the particular age group range is taken into consideration. It is heavily debated that almost everyone will go through a stage where they will not take authority figures as seriously and this is where the child learns to be more dependent on themselves and finds their own voice in the world. Others argue that oppositional defiant disorder is actually a precursor to the development of more serious disorders that affect behavior, as they develop into their young adulthood stage and further. Researchers have conducted studies to look into biological, psychological and cognitive factors that may play into the onset of this childhood disorder. Jeffrey Nevid (2014) explains that theorists have also designed discipline-focused treatments and analyzed the social issues

The pattern that the “bad” behavior has to last would be six months, then the child could be properly diagnosed with this disorder. “A pattern of angry/irritable mood, argumentative/defiant behavior or vindictiveness lasting at least six months as evidenced by at least four symptoms from the following categories and exhibited during the interaction with at least one individual who is not a sibling” (American Psychiatric Association pg. 462). The categories that the American Psychiatric Association was referring to things such as the child often losing his/ her temper, the child often annoying others, or the child being spiteful or vindictive at least twice within the past 6 months. All of these are example of what the child would have to continually show and take apart of. “More behaviors would include arguing with adults, defying rules, blaming others for one’s mistakes, being easily annoyed” (Blacher, Oppositional Defiant Disorder in Children With Intellectual Disabilities). If the child is not taking part of any of these behaviors, it is very likely that the child will not be diagnosed with this particular disorder. One

Oppositional Defiant Disorder (ODD) is one of the most common clinical disorders in children and adolescents (Nock, Kazdin, Hirpi & Kessler, 2007). Greene et al. (2002) defines ODD as “a recurrent pattern of developmentally inappropriate levels of negativistic, defiant, disobedient, and hostile behavior toward authority figures”. ODD primarily consists of stubborn (e.g., tantrums) and aggressive behaviors that the child attempts to rationalize based on the circumstances rather than view as consequential and problematic (Kazdin, 2010). Therefore, ODD can have serious implications for the child’s functioning at home, in school, and in the community, so parents of children with ODD are more likely to utilize child mental health services (Kazdin, 2010). The history, symptoms, diagnosis, prevalence, age of onset, duration, risk factors, comorbidity, and treatments of ODD will be discussed, as well as the rationale behind the revisions from the fourth (DSM-IV) to fifth editions (DSM-5) of the Diagnostic and Statistical Manual of Mental Disorders.

Children with Oppositional Defiant Disorder (ODD, F91.3 [313.81]), Conduct Disorder (CD, F91.1 [312.81]), and Attention-deficit/hyperactivity Disorder (ADHD, F90.2 [314.01]) have always been a part of our society. These DSM-V diagnoses are regularly referred to as “disrupted behavioral disorders” (DBD). These diagnoses can lead to several issues for children and their families. Children with the ODD diagnosis are seen to be angry and irritable. They can easily lose their temper and have trouble following rules (Morrison, 2014). CD is shown through children that chronically disrespect other people and rules, and who frequently start fights (Morrison, 2014). Children with ADHD are often fidgety, restless, and have trouble concentrating (Morrison, 2014). These are not issues in themselves, but only become an issue when the child needs to be still and pay attention in a classroom or home setting. These three childhood diagnoses are ones that can greatly affect the family life and education of a child.

International Classification of Diseases, 9th revision, Clinical Modification (ICD-9-CM): Coding system used to code and classify diagnoses and procedures.

According to a study that began in 1956, children who were found to be aggressive between ages 7 and 12 were most likely to have difficulty adjusting in adolescence (Goleman, 1988). Another study showed that if children were not treated early, they were more likely to have problems with the law as well as develop depression and neuroses (Goleman, 1988). Washington University School of Medicine in St. Louis (2007) reports a study of 270 children being completed to show that excessive tantrums in preschoolers are linked to psychiatric disorders. Based on these studies, it is important to identify aggressive behavior early so it can be properly treated.

The sample for this study was a longitudinal study of 177boys. These boys were gathered having disruptive behavior disorders. The participants were 7 to 12 years of age. The sample was composed of white(70%) and african-americans(30%). The procedures for this experiment were to conduct an annual assessment between 1987 and 1994. It was conducted with the boy and his parents. The test given to the participants in the interviews was a parallel version of the National Institute of Mental Health Diagnostic Interview Schedule for Children(DISC.) The test was also modified to include all DSM III-R symptoms. The diagnostic procedure used 2 clinicians who independently reviewed reports of the participants symptoms. Through this study it yielded that 24.4% had ADHD, 36.6%had ODD, 12.2% had OAD, 12.2% had MDE, 10.5% had SAD, 4.1% had DYS, 2.9%, had ENU, and 1.2% had ENC. These disorders were recorded after and during the 7 year period.

The symptoms of Disruptive Mood Dysregulation Disorder have a significant impact on how a child behaves in all settings. According to the DSM-5, DMDD is associated with disruption in the child’s family and peer relationships, as well as in school performance. A child with DMDD has at least three temper outbursts a week, which are often triggered by the child’s low frustration tolerance. Due to low frustration tolerance, a child with DMDD might have trouble participating in challenging activities typically enjoyed by healthy children. Since the diagnosis can only be made after the child turns six, a child diagnosed with DMDD will most likely be in elementary school or higher. If a child was to have a temper outburst in class, he or she might be taken out of the classroom

Based on parent interviews, intakes, and the clinician’s observations during play, the following diagnoses were considered disruptive mood dysregulation disorder, intermittent explosive disorder oppositional defiant disorder, and adjustment disorder.

Psychiatric diagnoses are categorized by the Diagnostic and Statistical Manual of Mental Disorders, 5th. Edition (DSM-V). The manual is published by the American

Thinking about what the purpose of the DSM-5, this writer’s first idea was this book is a learning tool for students that will be working in the field of mental health. Although this book might be a learning tool or guide to students it is also a great resource for anyone working in the field of mental health. Imagine if each clinician had to learn on their own, retain all the information, none the less quickly recall all that information; it would be some phenomenal feet. The DSM was first published in 1952. Its’ purpose then and know are to help facilitate correct diagnosis of mental health disorders.