{"id":23448,"date":"2023-02-01T07:39:24","date_gmt":"2023-02-01T07:39:24","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=23448"},"modified":"2023-12-06T16:01:23","modified_gmt":"2023-12-06T16:01:23","slug":"odd-oppositional-defiant-disorder-primary-school-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/odd-oppositional-defiant-disorder-primary-school-what-to-do-and-what-to-avoid\/","title":{"rendered":"ODD \u2013 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

Primary School<\/em><\/p>\n<\/div>\n


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Oppositional Defiant Disorder (ODD) is a pattern, with an irritable and choleric mood c<\/strong>ombined with defiant, argumentative, vindictive, and challenging behaviours. <\/strong>One of its fundamental characteristics is that these patterns are frequent, persistent and generally pervasive<\/strong>, i.e. present in multiple environmental contexts.<\/p>\n

The book ODD – What to do (and what to avoid)<\/em> is a Teacher Training handbook, a quick and ready-to-use guide for primary school teachers<\/strong> who have pupils with ODD<\/strong> to help them learn more about the disorder and manage it in the best possible way.<\/p>\n

It presents the most effective strategies for managing a child with Oppositional Defiant Disorder<\/strong> by offering clear, concise and concrete indications on what to do and what not to do in the 12 statistically most frequent difficult situations that occur at school.<\/strong><\/p>\n

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

BOOK STRUCTURE AND CONTENTS<\/p>\n

The book presents a brief introduction to the topic and is then structured into 12 chapters<\/strong> that analyze the most frequent problematic situations<\/strong> experienced at school<\/strong> by children with Oppositional Defiant Disorder<\/em> in the 6-11 age group.<\/p>\n

What to do and not to do<\/p>\n

The reason for each problem behaviour is initially explained<\/strong> in a few short sentences (Why does he<\/em>\/she do this?<\/em>), followed by brief and simple indications for the teacher on the attitudes to adopt and those to avoid<\/strong> (What to do, What NOT to do<\/em>). This is followed by an in-depth analysis on the theme<\/strong> (What to keep in mind<\/em>) and finally tools and strategies are provided to build the intervention<\/strong> (How to intervene<\/em>).<\/p>\n<\/div>\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

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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

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Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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