{"id":20006,"date":"2021-11-03T13:33:46","date_gmt":"2021-11-03T13:33:46","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=20006"},"modified":"2023-12-06T16:01:34","modified_gmt":"2023-12-06T16:01:34","slug":"odd-oppositional-defiant-disorder-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/odd-oppositional-defiant-disorder-what-to-do-and-what-to-avoid\/","title":{"rendered":"ODD Oppositional Defiant Disorder: What to Do and What to Avoid"},"content":{"rendered":"
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ODD Oppositional Defiant Disorder
\nWhat to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Lower and upper secondary school<\/em><\/p>\n<\/div>\n


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In the style of a Teacher Training notebook<\/strong>, this practical and ready to use volume presents tips, effective strategies and useful indications to successfully deal with 12 typical problem behaviours of Oppositional Defiant Disorder<\/strong>, ODD, and better manage 11 to 17 year old children<\/strong> in the classroom.<\/p>\n

Find out more!<\/a><\/p>\n

BOOK STRUCTURE AND CONTENTS<\/p>\n

After an in-depth first theoretical part, ODD Oppositional Defiant Disorder WHAT TO DO (AND WHAT TO AVOID) <\/em>proposes 12 chapters in which the typical problem behaviours of pupils with ODD<\/strong> in lower and upper secondary school are addressed.<\/p>\n

The problem behaviours analyzed are<\/strong>:<\/p>\n

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  1. Doesn\u2019t want to participate in classroom activities<\/li>\n
  2. Uses vulgar terms and swear words<\/li>\n
  3. Instigates classroom revolts<\/li>\n
  4. Accuses the teacher of having prejudices<\/li>\n
  5. Leaves the class without permission<\/li>\n
  6. Continually asks to go to the bathroom<\/li>\n
  7. Repeatedly contradicts the teacher<\/li>\n
  8. Insults or makes fun of classmates<\/li>\n
  9. Verbally provokes the teacher<\/li>\n
  10. Wants to take revenge at school<\/li>\n
  11. Doesn\u2019t understand reprimands<\/li>\n
  12. Doesn\u2019t want to return to class<\/li>\n<\/ol>\n<\/div>\n<\/div>\n


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    What to o and what to avoid<\/p>\n

    The reason for each behavior is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> with regard to some crucial educational and didactic aspects. This is further explored in the paragraphs dedicated to Structuring and collaboration<\/em> guidelines are then drawn up with parents and other school workers (The educational pact<\/em>).<\/p>\n

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    At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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    \u2022 Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em>
    \n\u2022 Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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    \u2022 A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.
    \n<\/em>\u2022 The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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    Each chapter closes with The expert advice<\/em>: reflections<\/strong> to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n<\/div>\n


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    Appendix<\/p>\n

    The Appendix<\/strong> contains some suggestions for drawing up an intervention plan for the management of behavioral crises, to be shared with colleagues within the same institution.<\/p>\n<\/div>\n<\/div>\n

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    Leaf through the worksheets in the Appendix<\/strong>, which have been translated into English to facilitate your evaluation:<\/strong><\/p>\n<\/div>\n

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