Temporary Behavior Problems

Children will always need guidance in what good behaviour is and it is the adult/carer role to teach them. Working with children who have behavioural issues as a result of neglect and abuse I often see children acting in negative ways as a way of seeking attention. This is a result of their lived experiences and they need to be taught how to seek attention in a more positive way that allows for less chaos and full of growth. Behaviour of such kind is also an indicator something is not right and they lack the right communication skills or are not being heard. It is important that we try to identify patterns of behaviour or triggers because:

Are the behaviors excessive and long-term, and do they affect all aspects of the child 's life?

Behaviour –they can develop behaviours that seem unusual or out of character. These include agitation, calling out, repeating the same question, disturbed sleep patterns or reacting aggressively.

Behavioral Inappropriateness – behaviors that are not necessarily problems but they are behaviors that happen at the wrong time and/or place.

Many of these children are developmental delayed, delinquents, and have mental health problems (Chow, Mettrick, Stephan, & Von Waldner, 2014). They may also suffer from emotional and behavioral problems and often have problems with aggression and controlling their temper

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

| * Playing alongside other children and copying their actions * Temper tantrums if they are frustrated

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

These items may display themselves differently in different children, but certain symptoms are indicative that a there may be an attachment problem. According to the Attachment Disorder Quick Fact Sheet (2014), interpersonal problems may include: lack of trust in caregivers, resistance to nurturance, difficulty giving and receiving genuine affection, inability to interpret facial expressions and body cues, and consequent poor social skills. Emotional issues may include: problems with emotional self-reflection; problems recognizing the emotions of others, poor emotional regulation and problems with low self-esteem. Behaviors exhibited may include demanding, clingy, and over-controlling behavior; incessant chatter; temper tantrums; problems with self-control; regressed behavior; behavior that may mimic oppositional defiant disorder; and impulsivity. Cognitive and moral issues may include: a poor grasp of cause and effect; problems with self-reflection, abstract thinking, compassion, empathy and remorse; and uneven learning that may be exhibited through concentration problems in

We must consider why the child is engaging in this behaviour or what the child is accomplishing through the behaviour. To analyse behaviour, we must recognise triggers that may cause the behaviour to emerge. Triggers are environmental, situational, or physical factors that ‘sets off’ an individual’s challenging behaviour. These factors vary depending on the individual, but they may include care environment, interventions, activities, objects, thoughts, feelings, pain and discomfort. Common triggers for challenging behaviour can be an individual being asked to do something they do not want to do, interactions with people they do not like, lack of attention, tasks that are too hard for the individual

Symptoms of Conduct Disorder have been known to interfere with learning, relationships with others and school adjustment (Hopkinsmedicine.org). According to the DSM-5 created by the American Psychiatric Association, there are four main groups of symptoms for Conduct Disorder: Aggression to people and animals, destruction of property, deceitfulness or theft, and serious violation of rules. Under these are actions such as bullying others, has been physically cruel to others, has broken into someone's home, has stayed out past curfew (before age 13) and many more. Like any disorder there are three severities: Mild, Moderate, Severe. Mild severity has very few conduct problems and the conduct problems are minor such as truancy and rule breaking. Moderate severity has a number of conduct problems and affects others more with behaviors such as vandalism and stealing without confronting the victim. And lastly Severe severity has many excessive conduct problems that can cause serious harm to other such as forced sex and physical cruelty. Also according to the DSM-5, there is three onset types of Conduct Disorder. The first is childhood onset type, where prior to the age of ten the child shows at least one symptom of Conduct disorder. The second is adolescent onset type, where the child before the age of ten shows no symptoms but starts to show symptoms after the age of ten. The last onset type is unspecified onset type is when Conduct Disorder is present in the individual but it is unclear if the disorder start before or after the age of ten. The DSM-5 also states there is a Limited Prosocial Emotion, which is something that happens in the individual that last 12 months and the person must how at least two of the following symptoms: Lack of remorse or guilt, lack of empathy, unconcerned about performance, and/or shallow or deficient affect. Limited Prosocial Emotion “reflects the

Scott is a 6-year-old student who is currently in 1st grade. He has several behaviors that has been identified by both his parents and classroom teachers. Some of his most noted behaviors has been aggression, depression, lack of attention, and withdrawal. He shows aggression by breaking objects, and physically attacking other students as well as staff members. He shows signs of depression when he screams and becomes easily frustrated. Scotts has trouble with attending because he often become distracted as noted. Scotts hyperactivity becomes evident as he screams out and shows very little control over himself or emotions and interrupts adults when he is excited. Finally, Scott displays the coping mechanism of withdrawal by avoiding activities

Protest or Cries When It’s Time to Go Home 11. Shrinks at the Approach of Adults 12. Frequently Absent from School or Activities 13. Lacks Needed Medical or Dental Care, Immunizations, or Glasses 14. This Consistently Dirty and Has Body Odor 15.

Bad behavior in children may be due to other factors. Examples may be socioeconomic status and home life, which can only feed bad behavior due to violent games, and this can sometimes cause children

The child may be afraid to speak, and afraid of becoming the target of anger for speaking without approval. This is due in part to not being spoken to by adults or experiencing meaningful discussion with adults. The child cries easily and often. The child’s world is so chaotic the child cannot handle ordinary stress. The child usually has not witnessed appropriate ways of dealing with stress. The child will act out aggressively toward peers and adults. The child models the aggressive behavior observed in the home, and when playing with others. The child will have an inability to play constructively. There is a lot of throwing or kicking, and possible destruction of toys. Many children have not been shown how to play and interact with other children. Children are working out their frustration and worry in play (http://www.uen.org). The child will show inconsistent or inappropriate display of emotions. Abuse can result in the child not learning appropriate emotional responses, as well as not being in touch with their true feelings.