| u are a teacher who finds that "nothing works" to | | | | areas we cover extensively in our live and taped |
| manage some students, this article may help. It's way | | | | workshops, but here are a few of the most effective |
| past time for you to learn about ODD, Oppositional | | | | interventions we give especially for ODD children and |
| Defiant Disorder. | | | | teens. These interventions will only focus on stimulating |
| In college, you probably got very little training on basic | | | | that conscience or "compensating" for it. If you want |
| mental health, but if you've been teaching for more | | | | more than the handful of ideas given here, or, you |
| than five minutes, you know that little bit of training | | | | want to see how to build skills or relationship capacity, |
| wasn't enough. Here's just a quick peek at what they | | | | the other two crucial aspects to concentrate on with |
| should have taught you in college about basic juvenile | | | | ODD kids, then consider coming to our class or getting |
| mental health. Be aware however that this article gives | | | | some of our books that will deliver hundreds of the |
| you just 1% of what you will need to know in your | | | | solutions you need. |
| classroom in order to maintain control and best assist | | | | **STRATEGIES TO STIMULATE THE CONSCIENCE |
| each challenged student. | | | | OF ODD KIDS |
| WHAT DOES "OPPOSITIONAL-DEFIANT" MEAN? | | | | *** To help "pull up" the child's conscience, use this |
| "Oppositional-Defiant" is a mental health diagnosis that | | | | intervention. It can be used pro-actively or reactively |
| describes kids that have consciences but sometimes | | | | (before or after the child has engaged in misbehavior.) |
| act like they don't. This diagnosis can only be applied | | | | For example, let's say the child has stolen the teacher's |
| by a mental health professional but will be very | | | | pen, you can say "I want you to imagine that we're |
| important for any youth worker to know and | | | | making a video about your life. Are you impressed?" |
| understand. This diagnosis is far more hopeful than | | | | That "uncomfortable sensation that the child may have |
| "conduct disorder," which means the child lacks a | | | | in reaction to this intervention may be the conscience |
| conscience and a real capacity for relationships. While | | | | stirring. |
| the oppositional-defiant child (ODD) may also appear to | | | | *** Another intervention to stimulate the conscience: |
| have little conscience or relationship capacity, you may | | | | after the child has engaged in a problem behavior, |
| be able to improve that with the right approach and | | | | such as stealing a pen, as in the example above, ask |
| methods. With conduct disordered youth, such | | | | the child, "So what's your integrity worth to you?" |
| improvement may not be possible. | | | | *** To adapt the intervention shown above for young |
| ** WHAT DOES "OPPOSITIONAL-DEFIANCE" LOOK | | | | children, simply rephrase the question to "So what's |
| LIKE? | | | | people believing in you, worth to you?" Or, rephrase it |
| Oppositional-defiant kids are often some of your most | | | | to "So what's people trusting you, worth to you?" |
| misbehaved students. They may disrupt your class, | | | | *** Before a child undertakes a problem behavior, ask |
| hurt others, defy authority and engage in illegal or | | | | the youth to imagine that s/he will read about that act |
| problematic conduct. Though they may look similar to | | | | on the cover of the local newspaper in the morning. |
| conduct disorders, their bad behavior is usually less | | | | Ask the child their reaction. If they say that they |
| severe, less frequent, and of shorter duration. The | | | | wouldn't want to read about it in the newspaper, the |
| ODD label is often inaccurately applied as this dynamic | | | | next morning, then you can say "Then don't do it!" This |
| can be a difficult concept to grasp and apply. Many | | | | image makes a fast and easy guide for kids to follow |
| ADD youth are also ODD, and boys dominate this | | | | to evaluate whether or not to do questionable |
| category. | | | | behaviors. This intervention is a good choice to use |
| **THE 3 AREAS OF HELP FOR ODD YOUTH | | | | with children whose conscience provides little guidance. |
| The thrust of helping the ODD child must focus on 1) | | | | Remember: you've just gotten a tiny portion of the |
| Skill building, plus 2)"Pulling up" that conscience and | | | | information you need on ODD students. Please be |
| 3)Improving their relationship skills. For skill building, | | | | sure to read more, go to a training, or otherwise |
| teaching them how to regulate their anger, actions, | | | | update your skills. There is no substitute for getting the |
| peer skills, verbal output, etc. will be critical. But equally | | | | tools you need for your classroom. Our web site (link |
| important, this child must be aided to care about others | | | | above) has more help if you want quick answers. |
| and to be guided more by conscience. These are | | | | |