Jan 19
My Question: What are some strategies that I can use when working with students with behavioural issues?
After spending some time with my classmates that have a similar inquiry question to mine we had an interesting discussion about operant defiant disorder (ODD). I have a psychology background and I learned about this disorder in my psychopathology class years ago. From my understanding this behaviour disorder that is prevalent in children and teens is a condition where the young person displays an ongoing pattern of uncooperative, defiant, hostile behaviour towards other people. The behaviour disrupts the child’s normal daily activities and activities within the family and school. Because this behaviour disorder is listed in the DSM I always have believed it to be a real disorder.
My classmate this week talked to a mental health worker who works at BC Children’s Hospital who strongly felt that ODD is not a real disorder. It wasn’t until she told me this that I began to question my belief around the disorder. It is hard to diagnose a child at such a young age who has behaviour issues but at the same time I can see how it can bring forth some answers for parents and teachers about the child’s behaviour. Putting a label on children makes it easier for everyone to make sense of what they are going through, but there is no way to know for certain what is actually going on. Also, the child may start to identify with the disorder which could make the behaviour worse.
Behavioural issues in the classroom are not easy to deal with, as I have seen so far in my practicum class. Through my discussion with my classmates I realized that I need to keep an open mind to the youth that is diagnosed with behavioural disorders because it could be possible that I am dealing with something much bigger or something much smaller than it actually is. I do not plan on letting the disorder define the student.
ODD – oppositional defiance disorder – is one that is in the DSM V, I am aware that some believe it is not a mental health disorder and that the behaviour being displayed is more a reaction to the environment than a mental health disorder and therefore should not be listed. That being said, the behaviours listed definitely cause difficulty for the child, school and family and the child needs support. It is important, as you have stated, to not have a diagnosed disorder define who the student is, but to understand the child’s need for intervention and support. In fact with a diagnosis of any kind, it is important to take the perspective of helping the child move forward in their development in a healthy way, socially, emotionally and academically and looking for the best interventions and strategies that can help them to move forward within the school environment.