Abstract This paper discusses social skills training programs within schools that are implemented in order to combat behavioraldisorders among children. The paper specifically focuses on the most common behavioraldisorder among children, which is attention deficit hyperactivity disorder (ADHD). It looks at the role of prevention intervention programs for children who have these behavioraldisorders.
From the Paper "The role of prevention interventions with children who have behavioral disorders can not be stressed enough. It is of the utmost importance that attention be focused on ensuring that behavior disorders among children do not develop into anti-social behavior later on. Furthermore, children with behavior disorders that exhibit aggressive and oppositional behavior are at risk for the development of serious anti-social behavior that can persist into adulthood. Bauer and Webster-Stratton (2006) determined that training programs for parents are an effective means of promoting positive parenting and strategies for discipline, as well as enhance the child's social skills, emotional self-regulation, and ability to solve problems. These researchers also suggested that family doctors can play a role in prevention by practicing developmental surveillance of patients with behavior disorders in order to prevent disruptive behavior problems, address the concerns of parents, and nurture the healthy development of the children's social and emotional competency."
Abstract The paper examines whether Antisocial Personality Disorder is influenced more by Nature or by Nurture. The paper explains that it is necessary to first offer a brief definition of this disorder, for doing so will frame the discussion and provide a focus for analysis. The paper relates that as a chronic behavioraldisorder, Antisocial Personality Disorder can be identified and diagnosed by determining whether behavioral and relationship patterns have been interfering with the subject's life over many years.
Abstract This paper discusses classroom management for teachers with children with emotional and behavioraldisorders and describes the necessary tools that a teacher requires in order to teach these classes. In particular, the paper focuses on how a teacher needs to be able to assess the disorder, have set strategies to deal with these disorders, and have the appropriate teaching materials to successfully implement the desired strategies.
From the Paper "In order to successfully implement the above listed strategies, the classroom teacher will have to have appropriate resources. Of most importance is that of human resources. Because of the multitude of individual personalities that are found in a modern-day classroom, a classroom teacher cannot be left alone and expected to successfully provide both management and learning. For this reason, it is absolutely essential that the teacher is provided with competent support staff."
"Support staff in itself must be diverse in order to handle all the unique classroom needs. A the administrative level, there needs to be administrative support and interventions available when a situation cannot be easily handled within the classroom as it disrupts the flow of the entire class. The administration should also have a student strategist who is in charge of coordinating and developing the individual student behavior strategies, a job that often requires the coordination of numerous service providers."
Abstract Research into these behavioraldisorders suggests that brain chemistry and genetics are responsible for predisposition to the conditions, with environmental aspects also a factor. This paper examines the biological approach looking for the definite genetic cause and the child development approach looking at the impact of the environment. Each of these approaches looks at the problem with a different focus and with each approach comes a different understanding of the nature of behavioral conditions in children.
From the Paper "Cognitive development is described by Jean Piaget's four stages theory. Piaget describes four stages that every child develops through, where in each stage the child thinks differently, acquiring new thinking skills with every stage. These stages are sensorimotor, preoperational, concrete operational, and formal operational. In the sensorimotor period a child's behavior is determined by looking, seeing and feeling, rather than thinking. In the preoperational period children lack the ability to think logically, they assume their experience is the same as everyone else's, they are unable to rearrange their thoughts and they mix up cause and effect. "
Abstract This paper presents an overview of rapid eye movement (REM) sleep behaviordisorder (RBD). The paper first explains that RBD causes abnormal motor behavior during REM sleep, mainly affects older males and can be associated with neurodegenerative diseases. The paper also looks at treatment options and presents a case study. The paper points out that current limitations with studies on RBD prevent us from knowing all we can about RBD and treatment options.
Outline:
RBD Background
Associations with Neurodegenerative Diseases
Treatment Options
Case Study
Conclusion
From the Paper "REM sleep behavior disorder, a parasomnia is illustrated by the irregular loss of normal skeletal muscle atonia during REM sleep and is accompanied by complex motor activity while dreaming (Ferini-Strambi, Fantini, Zucconi, Castronovo, Marelli, Oldani, & Cappa, 2005). The loss of REM sleep atonia has been associated with the loss of the inhibition of motor activity that normally is controlled by pontine centers (Mazza, Saucy, Gravel, Michaud, Postuma, Massicotte-Marquez, Decary, & Montplasir, 2006). Behavior release during REM needs the disinhibition of brainstem motor pattern generators, therefore resulting in over-excitation of phasic motor activity; this supplies an anatomic foundation for REM behavior disorder (Mazza et al., 2006)"
Abstract What has become known as Oppositional Defiant Disorder (ODD) once was included with a range of other, similar behaviors in the classification of sociopath and delinquency. However, as psychology has been able to define and categorize increasingly specific forms of behavior, ODD has begun to receive some very individualized attention. Over the past two decades, the research into this behavioraldisorder, which becomes very apparent within the school system, has increased. It is the purpose of this paper to discuss the diagnosis, treatment, and outlook for this problematic disorder.
This essay discusses the issue of maladaptive behavior in the early educational setting. Specifically, it looks to identify maladaptive behaviors, apply current theories and correct these behaviors.
Abstract This paper looks into the issue of increasing violent behavior among young school age children, while asserting that there is growing evidence that early intervention by schools to correct maladaptive behavior may result in decreased violent behavior as these children grow older. Furthermore, this paper looks at the issue from the view of early childhood professionals, stating the importance of recognizing these aggressive behaviors and managing them properly. The paper discusses the differences between normal maladaptive behavior from pathological behavioraldisorders as well as the theories that govern a child's development of behavior and how these are applied to the current knowledge of managing behavior. Lastly, the paper discusses methods or models that are used to correct these behaviors.
Outline:
Introduction
Normal Misbehavior and Disruptive Behavior in Preschool Children
Theories in Child Behavior Development
Management for Normative misbehavior among Preschoolers
Conclusion
From the Paper "In the two cases presented by Goodwin et al (2003), these preschoolers were seen to manifest with behavioral problems due to reasons that could and were remedied by the Childreach program. Three-year old Kelsey had been acted out aggressively because of feeling of isolation. She appeared to have problems with excessive nasal discharge secondary to allergies. Breathing through her mouth made her drool as well. She also had a problem with controlling her urinary impulses as she suffered from toilet training delays as well. Because of this, Kelsey was isolated by her peers and she was often ignored. Kelsey began to seek attention by physically hurting her peers. This kind of reaction did not make her popular but it did get people's attention. The Childreach program helped her improve her hygiene and social skills. Addressing these two issues had allowed Kelsey to have friends. In another case, Richard was referred to the Childreach program due to defiance, opposition, and aggression. It had been found that Richard's language skills was delayed by 18 months and his aggression was rooted from his frustration from not being able to follow, or appropriately respond to his environment. Therefore, his inability to communicate properly was addressed, and both parents and teachers were taught better ways to communicate with him."
Tags: maladaptive, violence, models, correction, disorders, theory
Abstract This paper examines antisocial personality disorder (APD), describing it as a behavioraldisorder indicated by actions that are blatantly destructive or actions that disregard the rights and feelings of others. The paper explains that people with APD generally appear to be charming, intelligent, and soft-spoken, belying the true brutality of which they?re capable. The paper aims to show that there are correlations between antisocial conduct in youths and adults who have APD. The paper outlines the two most effective methods of preventing APD - multidimensional treatment foster care and targeted interventions.
From the Paper "Almost everyone, at one point in his or her childhood, has squashed a bug, or thrown a rock at a bird. For most of us, that was nothing more than youthful friskiness. For some, however, bug squashing and rock-tossing leads to cat kicking and dog punching. And for some of us, these animal abuses are indicators for far more serious problems that emerge later in life. According to the DSM-IV, antisocial personality disorder (APD) describes a condition in which there are persistent patterns of behavior that are typified by disregard for the rights and feelings of others."
Abstract The hypothesis being tested in this paper is whether children who display poor reading skills in first grade have a 90% chance of continuing to have poor reading skills three years later. The paper examines how, based on a review of 25 studies, 50% of children in third grade exhibiting emotional and behavioraldisorders (EBD) also had reading achievement lower than expected, based on their assessed intellectual levels. The also paper discusses how, in addition to EBD and learning disabilities (LD), third grade children with poor reading ability are also affected by serious antisocial behavior.
From the Paper "Reading curriculum was the differential influence in students' growth in this study by Kamp, et al. (2003). Accelerating growth patterns for the three fluency measures, with some slowing in letters and oral reading, showed that curriculum type led to significant differences in performance at the end of first grade. One of the curriculum choices (Reading Mastery, Success for All) was found to positively affect students skills in each area more than literature-based curricula. By Grade 3 endpoint, performance showed significant differences in the group with no risk, compared to the behavior risk group, the academic risk group and the students at risk for both."
Abstract In this article, the writer explores the nurtured heart approach of behavior therapy. The writer explains that the topic of behaviordisordered children has always been a volatile one. The writer then points out that experts in the fields of child psychology and education not only disagree how to treat the disorders, they sometimes disagree on whether the disorders even exist. The he writer examines Dr. Howard Glasser's approach to treating difficult children, including those who have been diagnosed with attention deficit disorder (ADHD), obsessive compulsive disorder (OCD), oppositional defiant disorder (ODD) and other behavior related disorders. The writer concludes that with the nurtured heart approach to behavior in a classroom, students will realize that negative behavior gets no response, while positive behavior gets compliments, rewards and credits.
Outline:
Introduction
What It Is
Conclusion
References
From the Paper "The first thing the approach stresses is the fact that intense, or difficult children do not react normally to the basic rules of parenting. While parents of these children may be dedicated and trying everything they can to get these children turned around they are often faced with defiance and refusal to comply. It can be frustrating for the parents, the teachers and the children who are involved. It can also be difficult on remaining family members."
"The Nurtured Heart Approach believes that these children are programmed in a way that an entirely different approach is needed to make the child change behavior patterns, and consequently gain confidence in his or her ability to fit into society and succeed."
Abstract This paper explores what psychologists call compulsive sexual behavior. Although this disorder is classified in the DSM-IV (Diagnostic and Statistical Manual for Mental Disorders), therapists and researchers question whether moral judgments may influence a diagnosis. The paper further describes the major categories of compulsive sexual behavior. Finally, the paper concludes that there is disagreement as to whether CSB is an addiction, a psychosexual developmental disorder, an impulse control disorder, a mood disorder, or an obsessive-compulsive disorder.
From the Paper "According to Vukadinovic, literature on sexual compulsivity and sexual addiction has been preoccupied with issues of definition, especially as it pertains to DSM-IV (Vukadinovic). Moreover, there has been little attention given to the possible causal explanations for why, in some cases, sexual behavior become problematic (Vukadinovic). Most researchers make statements about likely mechanisms, such as anxiety reduction or mood regulation, however there are usually based on clinical impression rather than on reported data (Vukadinovic).
Researchers are now giving more attention to the fact that out of control sexual behavior can be reduced with mood elevating drugs such as the SSRIs, but as yet, no one knows the extent to which such pharmacological benefits, when they occur, result from improvement in mood or specific inhibition of sexual repsonse or both (Vukadinovic)."
Abstract This paper analyzes cognitive behavioral and attachment based family therapy in treating children with anxiety disorder. It looks at the characteristics of anxiety disorder among children and whether these traits are common in the families of these children. It then focuses on how cognitive behavior therapy and attachment based family therapy can be used to lessen or eliminate problems associated with anxiety disorder.
Table of Contents:
Introduction
Characteristics of Anxiety Disorder among Children
Theories of Attachment
Attachment-Based Family Therapy
Cognitive Behavioral Therapy
Conclusion
From the Paper "This paper has explored issues of social anxiety and social phobias within children. While not all forms of anxiety emerge from a negative or undesirable home environment, there are many correlates between the home environment and the child's behavior. Theorists working in family attachment theory witness different outcomes based on the needs of the child; a supportive environment in which normal standards of interaction are maintained is desirable for helping a child cultivate a positive outlook and avoid cultivating anxiety disorders. Attachment based family therapy and cognitive behavior therapy can help the family reconcile inappropriate or misplaced roles and facilitate a normal environment for the developing child."
Abstract This paper summarizes and critically analyzes three studies that focus on bipolar disorder and how strongly it correlates with both attempted and completed suicide. The first study, "A Comparison of the Medical Lethality of Suicide Attempts in Bipolar and Major Depressive Disorders" examines two diagnostic groups to determine whether individuals with bipolar disorder have higher rates of lethality in their suicide attempts than individuals with major depressive disorder. The second study, "Heterogeneity of the Risk of Suicidal Behavior in Bipolar-Spectrum," explores the connection between one's genetic makeup and his or her vulnerability to suicide and bipolar disorder. The third study, "Prospective Study of Risk Factors for Attempted Suicide Among Patients with Bipolar Disorder," examined common risk factors associated with suicide attempts. The rest of the paper discusses the purposes, hypotheses, assumptions, reasoning, alternate explanations, and trends in the studies. Lastly, the paper discusses the consequences that result from abnormal behavior from bipolar disorder.
From the Paper "For this study, researchers gathered a total of 307 individuals who had already been diagnosed with a mood disorder, which was a criterion one needed to meet in order to be included in this particular study. Sixty-six subjects had bipolar disorder I, 36 had bipolar disorder II, 2 had non-specified bipolar disorder and 203 had major depressive disorder. The second criterion that had to be met by all the subjects was that they had to have at least one previous suicide attempt in their medical/psychological history. Two diagnostic groups were formed from the total number of subjects, based on each person's diagnosis. Those with major depressive disorder made up one group while those with bipolar disorder made up the other. Each subject was then interviewed by a clinical psychologist or psychiatric nurse. In addition, they were each administered several assessments they were required to complete. These assessments included the Hamilton Rating Scale for Depression (HAM-D), the Beck Depression Inventory (BDI), the Beck Hopelessness Scale (BHS), the Brown-Goodwin Aggression Inventory (BG), the Barratt Impulsivity Scale (BIS), the Suicide Intent Scale (SIS), the Scale for Suicide Ideation (SSI) and Beck's Medical Lethality Scale (BMLS)."
Abstract This paper explores the various definitions and symptoms of borderline personality disorder. Additionally, a brief review of current literature and definitions of this psychiatric condition are examined. In particular, dialectical behavioral therapy, or DBT, is considered as a possible treatment for this disorder.
Table of Contents
Section one: Overview of Borderline personality Disorder 1 Definitions and Historical Foundations
1.2 Diagnostic and Statistical Manual of Mental Disorders (DSM
1.3. Etiology
1.3.1. DBT
1.3.2. Genetics
1.3.3. Environmental Conditions
1.3.4. Neurological Issues
2. Diagnoses and Related Issues
2.1. Comorbidity
Treatment
3.1. Treatment Overview
3.2. Psycho Pharmacological Approaches
3.3. Dialectical Behavioral Therapy
3.3.1. Empirical Support
3.3.2. Theoretical Aspects of DBT
3.3.3. The Dialectical Model
3.3.4. Etiology
3.3.5. Praxis
From the Paper "Lineham pioneered this treatment of BPD in 1991. Her ideas were based on the concept and praxis that psychological treatment was just as important in dealing with Borderline patients as was the more traditional psycho? and pharmacotherapy. Lineham also emphasized a hierarchical structure in treatment goals. This structure began with the reduction of parasuicidal and life - threatening behaviors. This was followed by a reduction of behaviors which may interfere in the therapy process. Thirdly, reducing behaviors were introduced that improved the individual's quality of life. Lineman published results of her work which attested to the practical success of her work and approach. The difference of DBT to other approaches in therapy for BPD is that is combines a dialectical perspective with cognitive- behavioral therapy. This has resulted in a particular procedure of interventions which has been shown to produce positive results in the reduction of the symptoms of BPD. "
Abstract This paper provides an analysis of the obsessive-compulsive disorder and cognitive behavior displayed by the main character Melvin Udall (played by Jack Nicholson) in the movie 'As Good As It Gets.' The paper includes quotations from the movie and actual examples of the behavior displayed by Melvin that constitute OCD.
From the Paper "The character Melvin Udall (played by Jack Nicholson) in the movie As Good As It Gets displays symptoms of obsessive-compulsive disorder (OCD) and cognitive distortions. Melvin is a writer whose meticulous, routine-drenched yet quirky world suddenly turns upside down when his gay neighbor, Simon Bishop (played by Greg Kinnear), gets beaten up and has to go to the hospital, leaving his pet dog, Verdell, in Melvin's care. What further complicates Melvin's life is that the only waitress in his favorite cafe who can put up with him, Carolll Connelly (played by Helen Hunt), has to quit work to take care of her sick son."
